스페인어 초급수준 학습자를 대상으로 한 PBL 활용 스페인어 청취 수업

Abstract

Unlike the PBL-based listening lessons conducted twice, this study is the operation and results of the classes for beginner level Spanish learners. They were beginner level learners prior to their Spanish acquisition experience in Mexico, so we prepared a lecture class to help them perform PBL tasks. Rather than preparing something new, we reviewed and used some of the very basic things we had learned in the past, and made sure that the topics in Module 1 and 2 were linked. For the PBL effect research method, we choose a hybrid research method that integrates quantitative and qualitative methods, which is a method to enhance the validity of the research and is based on a practical statement about self-directed learning ability, which is the purpose of using PBL. As a result of pre-post survey analysis, the overall post-scores of both problem solving ability and cooperative efficacy were significantly higher than pre-scores. In all five sub-domains of problem solving ability, post-score scores were higher than in pre-scores, and the four sub-fields of cooperative efficacy increased. In terms of class satisfaction, ‘enough time and effort devotion’ and ‘helping to deepen their major knowledge’ were the highest. Through the analysis of the reflection journals in Modules 1 and 2, it was found that the students' listening experience in Spanish, which is the biggest learning goal of the subject, was achieved through direct contact with native speakers and subtitle processing of interview videos during the PBL assignment, and that they were able to develop self-directed learning methods by considering the existing learning methods by themselves while recognizing the difficulty of listening or communicating during the assignment. It was also a positive factor that the burden of dialogue with foreigners was reduced through the experience of contact with native speakers during the assignment, and that they could understand the culture of Latin American countries.