English-to-Korean Interpretation Practice as a Means of Improving Learners’ Listening Competence

Abstract

This study explores the possibility of using English-to-Korean interpretation practice as a means of improving learners’ English listening ability. Thirty-five undergraduate students who have practiced English-to-Korean interpretation regularly for at least 15 weeks were asked to take part in a survey on their perceptions of this learning method. The survey results show that most students believe that regular interpretation practice has positive effects on their listening competence, particularly on concentration and working memory. The participants suggested that two to four hours of class and three to five hours of practice per week are needed to achieve improvement in listening ability. Contrary to the general conception that interpretation education is intended for those who are highly proficient in English, a great majority of the participants believed that intermediate learners can be the greatest beneficiaries of interpretation practice. In addition, a majority supported the idea of introducing interpretation education in school, with almost 70 percent saying that interpretation should be taught before college. The results of the survey were generally in favor of adopting English-to-Korean interpretation practice as a tool for teaching English listening in schools.