중국어 듣기 교재의 출판 현황과 교수법 분석

Abstract

The purpose of this paper is to analyze the publication status of Chinese listening textbooKs in Korea, and to suggest solutions to problems in Chinese listening textbooKs in universities by analyzing the contents and teaching methods of Chinese listening textbooKs. Listening is an important part of language communication, and strengthening listening training not only improves listening sKills, but also affects speaKing sKills. As a result of searching and analyzing Chinese listening textbooKs at representative Internet booKstores in Korea, it was found that Chinese listening textbooKs in Korea began to be actively published starting in 2003. Previously published university Chinese listening textbooKs are suitable for subject-specific listening and HSK test preparation, but do not fit the time schedule of a university semester, and have repeated practice of listening to words and sentences using the Audio-Lingual Method, so they lacK differentiation from speaKing textbooKs. Listening practice applying Communicative Language Teaching(CLT) helps to improve listening, but applying TasK-Based Language Teaching can naturally improve listening and speaKing more efficiently while learners try to solve given tasks. Since 2020, due to the influence of the corona pandemic, physical exchanges have decreased due to the era of untact, while cultural exchanges between Korea and China are rapidly expanding through global cultural platforms such as Korea-China trade and Netflix. The need for Chinese listening education has increased. In listening classes, it is effective to use the ChunK teaching method when the instructor explains words and grammar, focus on the combination and pattern of vocabulary, and apply the teaching method in which learners understand and acquire chunKs. After the learners have mastered the chunKs, the instructor designs a listening practice based on listening using a TasK-Based Language Teaching on a specific topic, has them solve listening problems through discussion in groups, and then has them present so that they can listen and speaK. If multimedia is used during listening classes, learners' interest and motivation for learning can be increased. The textbooKs for listening classes in universities should reflect these characteristics of listening classes to maKe it possible to apply teaching methods that can effectively improve learners' listening sKills, and the amount of textbooKs should be able to learn all the contents of the textbooKs in one semester. This Research paper analyzes the characteristics and problems of the compilation of previously presented Chinese listening textbooKs, and is meaningful in suggesting an alternative to them.