PBL을 활용한 스페인어 청취 수업 Ⅱ

Abstract

This study is conducted to investigate the second case of PBL applied to a ‘Spanish listening comprehension’ course for the third or fourth grade university students. The first case was realized in the second semester of 2017 and the second case, in the second semester of 2018. In this attempt, we tried to make changes so as not to repeat the errors commited in first PBL application, on the basis of new understanding of the PBL concepts, and the new instructional design. In terms of grouping, we took into account the result of surveys relating to the composition of small groups on the initiative of the professor. In the instructor-led classes, the contents were corrected to coincide with each module theme. As for the final presentation time, we allocated more than thirty minutes to each group because it is important to listen and share the results of the PBL processes. And out of class we organized an exchange club where Korean students and Spanish native speaker students could meet every week. Throughout the course we sought the way to experience active listening comprehension and we focused to increase the problem solving ability and the cooperative ability which are the roots of the PBL process efficiency. The pre-to-post survey results demonstrated that as for the problem solving ability, the whole post-scores increased significantly compared to the pre-scores and in all the five sub-areas the post-scores were raised in relation to the pre-scores. In the cooperative efficacy the survey results were similar. The whole post-scores increased significantly and in the four sub-areas the post-scores went up in comparison to the pre-scores. And these positive analysis results led to a high level of satisfaction throughout the whole classes. In terms of the satisfaction level of the classes the scores were high in questions such as being a help to the improvement of Spanish communicative ability and problem solving ability.