빈칸 채우기와 오류 수정 받아쓰기 활동이 아랍어 학습자의 듣기 능력에 미치는 영향
A Study on the Effects of Listening Cloze and Error Identification Dictation on Arabic Learners’ Listening Ability
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This study attempts to find the influence of different kinds of dictation on the listening skills of Arabic learners to explore for more effective ways to improve the ability to listen. Dictation can be utilized in various ways and types. Currently, the types of listening cloze and error identification which are included in most Arabic listening textbooks. Therefore, to determine whether the types of dictation are effective or not, tests on each type were conducted. Full dictation, a typical method, was also included in the experiment. For this study, 27 Arabic learners (First Year 2nd Semester) in Hankuk University of Foreign Studies were divided into three groups: the listening cloze group, the error identification group and the full dictation group. The experiments were conducted once a week for 8 weeks, which totaled 8 experiments. The main results obtained from this study are as follows. First, there was no statistically significant difference in assessment scores among groups; the types of dictation used did not affect the group’s ability. Second, the results of influence on the types of dictation to the high-level and low-level learners in the three groups are as follows; there was no statistically meaningful difference for the high-level and low-level learners. However, in the case of the bottom-up questions on the test, the low-level learners showed statistically meaningful improvement after the listening cloze and error identification dictation. This showed that the cloze dictation and error identification could improve the low level learners’ Arabic listening proficiency through effective listening class. Otherwise, the full dictation didn’t bring the meaningful difference for both the high-level and low-level learners. These results, it was proved that the partial dictation could be a good method for the low-level learners to improve the Arabic listening ability.
Abstract
This study attempts to find the influence of different kinds of dictation on the listening skills of Arabic learners to explore for more effective ways to improve the ability to listen. Dictation can be utilized in various ways and types. Currently, the types of listening cloze and error identification which are included in most Arabic listening textbooks. Therefore, to determine whether the types of dictation are effective or not, tests on each type were conducted. Full dictation, a typical method, was also included in the experiment. For this study, 27 Arabic learners (First Year 2nd Semester) in Hankuk University of Foreign Studies were divided into three groups: the listening cloze group, the error identification group and the full dictation group. The experiments were conducted once a week for 8 weeks, which totaled 8 experiments. The main results obtained from this study are as follows. First, there was no statistically significant difference in assessment scores among groups; the types of dictation used did not affect the group’s ability. Second, the results of influence on the types of dictation to the high-level and low-level learners in the three groups are as follows; there was no statistically meaningful difference for the high-level and low-level learners. However, in the case of the bottom-up questions on the test, the low-level learners showed statistically meaningful improvement after the listening cloze and error identification dictation. This showed that the cloze dictation and error identification could improve the low level learners’ Arabic listening proficiency through effective listening class. Otherwise, the full dictation didn’t bring the meaningful difference for both the high-level and low-level learners. These results, it was proved that the partial dictation could be a good method for the low-level learners to improve the Arabic listening ability.
참고문헌 (25)
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