듣기-쓰기 통합 활동으로서의 ‘강의 듣고 필기하기’ 사례 연구- 국내 학부 외국인 유학생의 노트 필기를 중심으로 -
Case study of ‘Lecture-listening and Note-taking’ as an integrated activity of listening and writing – On the notes of undergraduate foreign students -
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This study made educational implications focused on the skill of ‘lecture-listening and note-taking’ in Korean universities. The purpose of this study is to facilitate smooth study performance of undergraduate foreign students in Korean universities. Through a case analysis of learners who earn good grades despite their low Korean language skills, this study has revealed that ‘listening and note-taking’ is a skill that can be improved through practice. This study also suggests that ‘listening and note-taking’ should be treated as an independent skill and not as one type of writing strategy. This study approached ‘listening and note-taking’ as an integrated activity of ‘listening and writing’ and analysed actual notes from real Korean lectures to investigate specific examples of realization. 12 in-depth interviews were also conducted for in-depth analysis. Five factors affecting note-taking were identified as: “Students’ perception of note-taking, Cognitive errors in the note-taking process, Note-taking methods, Experience in college lecture-taking, Education-cultural background and note-taking experience.” Educational suggestions on ‘listening and note-taking’ were made as followed: First, the learners’ awareness of the importance of note-taking should be promoted. Second, cognitive errors in the note-taking process should be prevented through secondary note-taking. Third, in primary note-taking during class, it is more efficient to transcribe in sentences rather than summarizing with key words. Fourth, ‘listening and note-taking’ is a skill that can be enhanced through practice, regardless of language proficiency. This study does not cover all types of learning that take place in universities, but is limited to receptive learning (with the aim of understanding the delivered content according to the instructors’ intention) in a conversational descriptive lecture.
Abstract
This study made educational implications focused on the skill of ‘lecture-listening and note-taking’ in Korean universities. The purpose of this study is to facilitate smooth study performance of undergraduate foreign students in Korean universities. Through a case analysis of learners who earn good grades despite their low Korean language skills, this study has revealed that ‘listening and note-taking’ is a skill that can be improved through practice. This study also suggests that ‘listening and note-taking’ should be treated as an independent skill and not as one type of writing strategy. This study approached ‘listening and note-taking’ as an integrated activity of ‘listening and writing’ and analysed actual notes from real Korean lectures to investigate specific examples of realization. 12 in-depth interviews were also conducted for in-depth analysis. Five factors affecting note-taking were identified as: “Students’ perception of note-taking, Cognitive errors in the note-taking process, Note-taking methods, Experience in college lecture-taking, Education-cultural background and note-taking experience.” Educational suggestions on ‘listening and note-taking’ were made as followed: First, the learners’ awareness of the importance of note-taking should be promoted. Second, cognitive errors in the note-taking process should be prevented through secondary note-taking. Third, in primary note-taking during class, it is more efficient to transcribe in sentences rather than summarizing with key words. Fourth, ‘listening and note-taking’ is a skill that can be enhanced through practice, regardless of language proficiency. This study does not cover all types of learning that take place in universities, but is limited to receptive learning (with the aim of understanding the delivered content according to the instructors’ intention) in a conversational descriptive lecture.
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