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순환교수법을 활용한 한국어 듣기 능력 향상에 관한 연구

Through pedagogical cycle approach a study on the improvement of Korean listening ability

정대현
한말연구학회|2017.03|한말연구 (Korean Language Research)|제43호|pp. 239-270|DOI 10.16876/klrc.2017..43.239

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참고문헌

키워드

Koreanmetacognition상위인지한국어metacognitive awareness듣기 전략classroom research듣기 이해상위인지 의식교실 중심 연구listening comprehension listening strategies

초록

This research investigated the effects of a metacognitive, process-based approach to teaching Korean listening over a semester. Participants (n = 80) came from 3 classroom of Korean Academic Purpose. The experimental group (n = 35) listened to texts using a methodology that led learners by the metacognitive processes (prediction/planning, monitoring, evaluating, and problem solving) underlying successful Korean listening. The control group (n = 30), taught by the same teacher, listened to the same texts the same number of times but without any guided attention to process. Development of metacognition about Korean listening, tracked using the Metacognitive Awareness Listening Questionnaire (MALQ), was measured at the beginning, middle, and end points of the study. As hypothesized, the experimental group significantly outperformed the control group on the final comprehension measure, after we controlled for initial differences. The hypothesis that the less skilled listeners in the experimental group would make more gains than their more skilled peers was also verified.

Abstract

This research investigated the effects of a metacognitive, process-based approach to teaching Korean listening over a semester. Participants (n = 80) came from 3 classroom of Korean Academic Purpose. The experimental group (n = 35) listened to texts using a methodology that led learners by the metacognitive processes (prediction/planning, monitoring, evaluating, and problem solving) underlying successful Korean listening. The control group (n = 30), taught by the same teacher, listened to the same texts the same number of times but without any guided attention to process. Development of metacognition about Korean listening, tracked using the Metacognitive Awareness Listening Questionnaire (MALQ), was measured at the beginning, middle, and end points of the study. As hypothesized, the experimental group significantly outperformed the control group on the final comprehension measure, after we controlled for initial differences. The hypothesis that the less skilled listeners in the experimental group would make more gains than their more skilled peers was also verified.

참고문헌 (54)

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