PBL을 활용한 ‘스페인어 청취’ 수업

Abstract

This study is conducted to investigate the processes and results of PBL applied to actual lectures of a 15 week ‘Spanish listening comprehension’ course, a core course for the third grade university students. The three hours per week of classes were divided into two parts: two hours were used for the existing instructor-led course and an hour was used for PBL. There were two different models of classes, but we can say they are complementary because the contents of the tutor-directed model were focused on the acquisition of linguistic and extralinguistic knowledge necessary to the process of problems solving and two problems situations were designed to correspond to the aims of the original lesson. To make the two problems which are the starting point of PBL, we considered all the properties of PBL problems such as authenticity, relevancy, complexity and ill-structured problems, and designed the course so that the learners can become aware of self-directed learning methods and problem solving ability by performing two modules. Through the process, the learners have to make constant contact with the target language and experience the authentic professional situations of specialists. After reviewing the self-examination journal prepared by the students we found that the learners could have practical experiences and naturally achieve an active learning success, different from the instructor-led classes. In view of the experience, the group activities, recognition of the phased problem solving process and experience in the professional field have been the important positive results, and in view of learning, the abilities such as information gathering, listening comprehension and self-directed learning have been improved. However, some issues such as the autonomous grouping, modification of the number of group members and institutional support for the interviewee casting must be included in the next PBL instructional design.