Earticle

This paper deals with an information processing dimension of listening activities. The main purpose of the study is to investigate how selected listening activities proposed by Peterson (1991) and Brown (2001) for ESL contexts are employed by students in Korean middle schools, high schools, and universities, with special attention to different types of listening processing: bottom-up, top-down, and interactive. Using a questionnaire survey, data were collected from 600 students to identify their use of listening activities. The results indicated that the listening activities used by Korean students were generally limited in variety and were not in accordance with their education levels. The learners in general resorted to the top-down type most frequently. An investigation of how each education group (middle school, high school, and university) employs different types of listening activities revealed that each group employed the top-down type most frequently, lacking the bottom-up and interactive types. On the basis of the results, pedagogical implications are discussed and suggestions are made for activating listening activities, which is in turn expected to lead to learners’ increased listening competence.

In recent years, shadowing has seen a significant surge in popularity in the field of English language learning. While much of the existing research has centered on its influence on listening skills, there is a prevailing belief that its benefits are predominantly observed among learners with lower proficiency levels. This study aims to examine the effects of post-shadowing on the listening skills of three different levels of learners in Japan. Three groups, low-, intermediate-, and upper-intermediate-proficiency learners, participated in eight shadowing practices which consisted of 15 minutes over the course of a month. The pre-and post-tests included the Eiken listening test and the dictation cloze test to measure phoneme perception and listening comprehension skills, respectively. The results showed that shadowing improved phoneme perception in the intermediate-proficiency group, but its effects were limited in low- and upper-intermediate-proficiency groups. Listening comprehension did not improve, and the scores of the low-proficiency group decreased from pre- to post-tests. However, regardless of their levels, most learners showed positive attitudes toward the shadowing experience and felt that it benefited their listening and speaking skills. The results are discussed in terms of second language acquisition (SLA) theories and psychological perspectives.

シャドーイングは近年、英語学習の分野において広く認知されるようになってきた。これま での研究の多くはシャドーイングがリスニングスキルに与える影響に焦点を当ててきたが、 その効果は習熟度の低い学習者に主に見られるという考え方が一般的だ。本研究の目的は、 ポストシャドーイングが3つの異なるレベルの学習者のリスニングスキルに与える影響を検 証することである。初級、中級、中級上の3つのグループに分け、1ヶ月間15分のシャドーイ ングを8回実施した。事前・事後テストとして、英検リスニングテストとディクテーション テストを実施し、それぞれ音素知覚力とリスニング理解力を測定した。その結果、シャドー イングは、中級レベルのグループで音素知覚を向上させることが分かった。しかし、初級と 中級上レベルのグループではその効果は限定的であった。リスニング理解力は向上せず、初 級レベルのグループではテスト前からテスト後にかけて点数が低下した。しかし、レベルに 関係なく、ほとんどの学習者がシャドーイングに対して肯定的な態度を示し、リスニングと スピーキングスキルが向上したと報告した。本稿では、第二言語習得（SLA）理論と心理学 的観点から研究結果を考察する。

This study compares the effect that background noise has on the listening comprehension scores on the Pearson Test of English between first language (L1) English listeners and Korean, second language (L2) listeners of English. The extent to which L2 listeners are at a greater disadvantage when listening to more complex academic sentences in noise requires further investigation. A group of 16 Korean L2 listeners and a comparison group of 11 L1 English listeners were asked to repeat academic sentences in quiet, a small amount of noise and a greater amount of noise. L2 listeners obtained significantly poorer word recognition scores when listening in a larger amount of noise compared to when listening in the two other conditions. In addition, L2 listeners attained lower word recognition scores than native listeners across all three conditions.

Recent studies have validated the effect of shadowing on the improvement of the second language (L2) listening skills, particularly regarding bottom-up processing. However, the optimal number of repetitions for successful shadowing training has not been revealed. The aim of the study was to reveal whether more than five repetitions could be the optimal number for shadowing. To achieve this, the present study conducted shadowing-based lessons and collected the following data: listening and sorting tests, records of shadowing repetitions inside and outside the classroom, and the shadowing strategy questionnaire. The participants were 72 Japanese university students majoring in nursing. Accordingly, learners who performed a higher number of repetitions achieved higher accuracy in the post listening test. Furthermore, as the number of lessons increased, learners with more repetitions gradually began to pay attention to meaning during shadowing. Pedagogically, the research findings suggest that increasing training volume may be necessary to effectively improve L2 listening skills through shadowing.

近年の研究において、シャドーイングが第二言語（L2）のリスニングスキル、特にボトムアップ処理スキルの改善に効果があることが検証されている。しかし、シャドーイングトレーニングにおける最適な反復回数は依然として明らかにされていない。本研究の目的は、5回以上の反復がシャドーイングの最適な回数であるかどうかを明らかにすることであった。この目的を達成するため、本研究はシャドーイングに基づく授業を実施し、リスニングテスト、並び替えテスト、教室内外でのシャドーイング反復回数の記録、そしてシャドーイング方略に関するアンケートを実施した。参加者は、看護学を専攻する日本語母語の大学生72名であった。結果、反復回数が多い学習者は、事後リスニングテストにおいて高い正答率を記録する傾向にあった。また、授業回数が増えるにつれて、反復回数の多い学習者は徐々にシャドーイング中に意味に注意を払うようになることが明らかになった。教育的示唆として、L2リスニングスキルを効果的に向上させるために、より多くのシャドーイングの繰り返しが必要である可能性を示唆した。

The present study examined the effects of speech rate and background noise on EFL learners’ listening comprehension of film and textbook materials. The participants listened to eight different types of dialogues with different conditions in the speech rate, the background noise, and the types of learning materials, and their listening comprehensibility was measured. For the speech rate factor, either a fast or a slow speech rate was used. The background noise effect was executed by adding crowd talking noise to the dialogue. The script was adapted from either textbook materials or film materials. The results showed that each factor had an influence on learners’ listening comprehension. Though the readability, word levels, and the number of words were at the same level, the scores when textbook materials were used were significantly higher than that of the film materials. Regarding the textbook materials, they had higher scores with the slow speech than the fast speech, and also the scores in the silent condition were higher than that of the noise condition. The students’ listening comprehension score was the lowest where there was background noise and a fast speech rate.

The purpose of this paper is to explore some fundamental ideas of Foucault on the listening in an anthrpological horizon. In the introduction, the author provide social and scientific circumstances which could legitimate the motivation of this work. There are three crucial sites which are the obliged points of passage to seize the question of listening in the thoughts of Foucault. Firstly, the concept of technology or culture of the self might be mentioned. In fact, the listening is one of the activities practiced to attain the care of the self. Secondly, the grec notion of ‘askesis’ should be understood to get a complete vision of the anthropological meaning of the listening. In this context, Foucault focused on the stoic tradition which represents a particular horizon of the culture of the self insisting on the notion of askesis. Thirdly, the question of listening could be situated in the context of advice in general. In fact, Foucault described in some detail the situation of advice from the philosopher to the governor who might know the ways of listening. In fact, the listening is a counterpart of the discourse and makes it possible.

이 글은 중학교에서 실시하고 있는 듣기․말하기의 총괄평가에 대한 실태를 살펴보고 그 비판적 고찰을 하고자 하였다. 국어과 듣기․말하기 평가는 직접 평가 및 수행평가를 지향하는 것이 학생의 능력 평가에 유용하나 실제 중학교 국어과 평가에서 총괄평가의 반영 비율이 전체의 70%로 높다는 점을 고려하여 본고에서는 중학교 국어과 듣기․말하기 영역 총괄평가가 적절히 이루어지고 있는지 살피고자 하였다. 광주광역시 소재 일부 중학교의 듣기․말하기 총괄평가의 이원목적 분류표와 평가 문항 분석을 통해 문항의 타당도를 살펴보았다. 그 결과 중학교 3학년 총괄평가 4회 중,1년 동안 단 한 문항을 듣기․말하기 영역에서 출제는 등 학교 현장에서 듣기․말하기 관련 문항 출제가 적음을 파악할 수 있었다.이는 학교 현장의 사정에 따라 ｢생활 국어｣는 단원을 선택적으로 가르칠 때,특정 영역에 편중하여 선택․평가한 데 그 이유를 찾을 수 있었다. 간혹 총괄평가에 ‘듣기․말하기’영역 문항이 출제되었으나,‘듣기․말하기’영역 평가라기보다 읽기 영역 평가로 볼 수 있는 문제들이 출제되었다. 일상 언어생활에서 가장 많은 비중을 차지하는 듣기․말하기 영역이 실제 학교 현장에서도 비중 있게 관련 교육이 이루어지며 학생의 의사소통 능력 등을 신장시킬 수 있는 해당 영역에 적합한 평가를 위한 지속적인 연구가 필요하다.더불어 관련 총괄평가도 체계적이고 분석적이며 정확하게 이루어질 수 있도록 지속적인 연구와 노력이 필요하다.앞으로 이와 관련한 논의가 다양해져서 전통적 평가에서보다 교사의 시간과 노력은 최소화하고 채점 기준과 평가 기준에 신뢰성을 확보하며 기존의 선택형 문항에서 측정이 불가능했던 능력의 평가도 이루어질 수 있기를 바란다.

The goal of this study was to explore foreign language learner anxiety and strategy use associated with English listening and reading. For the purpose of the study, 98 high school freshmen took the test designed to measure their listening and reading comprehension. The participants were also asked to respond to the questionnaire items constructed to measure their anxiety and strategy use in English listening and reading. For data analysis, correlation and multiple regression analyses were performed. The study found that the students’ listening and reading anxiety showed strong, inverse correlations with their listening and reading proficiency. The students’ listening and reading skills were found to be more influenced by anxiety than by strategy use. The findings of the study are presented and discussed in more detail. The pedagogical implications of the findings are also discussed, along with some suggestions for future research.

본 연구는 Satir의 의사소통이론을 토대로, 우리나라의 실제 학교 교육 맥락을 활용하여 초 등교사의 의사소통역량 향상 프로그램을 개발하고, 이를 교사들에게 적용, 그 효과를 파악하 고자 하는 것이 목적이다. 연구 방법은 문헌연구와 포커스 그룹 인터뷰 결과를 기반으로 프 로그램을 개발하였고 개발된 프로그램은 현직 초등학교 교사를 대상으로 적용, 그 효과를 분 석하였다. 연구 결과, 교사들의 의사소통역량은 하위요소인 자료수집, 경청, 고정관념적 사고 극복, 창 의적 의사소통, 자기 드러내기, 주도적 의사소통, 타인관점 이해 요소 모두에서 유의미하게 향상되었다. 이러한 연구 결과는 기존의 Satir의 이론을 기반으로 한 연구 결과와 맥락을 같 이 하며, 연구 결과를 토대로 일치적 의사소통을 위한 자기성찰의 중요성, 자기성찰을 위한 이론 습득의 중요성, 예비교사 교육에의 적용 등에 대해 논의 및 제안하였다.

This study aimed to develop the communication competency program for elementary school teachers based on Satir’s communication theory and to analyze of the effects of this program quantitatively and qualitatively. Based on Satir’s competency theory and the real situation that teachers confronted in school, 10 lesson plans were developed and validity of the program was evaluated by curriculum specialists. Identical tests to measure communication competency were initiated before and after the program. Analyzing those results gathered, it was proved the program designed in this study was effective to improve teachers communication competency. Based on these results, it was recommended that consideration of communication competency focusing on self-reflection, and the program development for student teachers based on real situation of school for developing their practical competencies.

현대중국어의 성조를 결정하는 핵심개념은 음높이이다. 하지만 귓속말을 할 때 기본주파수가 형성되지 않아 실질적인 음높이 사이의 이동은 발생하지 않는 다. 음높이 없이도 의사소통이 가능하다는 말은 성조의 핵심개념이 측정가능한 음높이의 차원의 것이 아님을 증명한다. 그렇다면 무엇이 성조를 결정하는가? 성조는 초분절자질로서 한장어족 이외의 언어에는 존재하지 않는 개념이다. 중 국어의 성조는 주로 오도표기법으로 설명되어지고 있는데 이는 표기에 치우친 개념으로 성조의 청취학적 관점의 해석에 관해서는 연구가 미비한 실정이다. 보이지 않는 음높이의 모양 혹은 음높이의 이동 곡선의 모양을 어떻게 언어 로 설명할 수 있을까? 음이 높고 낮다는 개념은 상대적인 개념으로 청취학적 관점에서는 모호한 개념이다. 따라서 음높이의 이동에 ‘음색’, ‘音腔’의 개념을 추가하여 종합적으로 분석하면 성조의 실체에 근접한 연구를 할 수 있다. 성조 는 단순히 음높이의 이동이 아닌 인체 내 음성의 기운이 공명강을 이동하며 달 리하는 음색의 모양이다. 중국어의 성조는 현재 음의 높낮이의 변화가 느껴진 다는 점에서 음높이의 개념을 통한 분석이 주로 이루어지고 있지만 이와 더불 어 공명강의 무게중심의 차이에 따른 소리의 음색을 통한 다양한 분석이 이루 어질 필요가 있다. 본고에서는 음높이와 음색, 음강의 개념을 종합하여 성조를 새로운 관점에서 고찰한다.

The core concept of what determines the intonation in the modern Chinese language currently is the pitch. However, when it is whispered into one’s ears, the basic frequency does not get formed and the transfer between the actual pitch does not occur. When it is said that communication is possible without the pitch proves that the core concept of the intonation does not belong in the dimension of pitch that is discernable. Then, just what determines the intonation? There needs to be an execution of various analyses about the Chinese intonation through the pitch along with the differences followed by the resonance cavity in the center of gravity of the tones of sound. The monosyllable in Chinese can be considered to be one ‘voice box’. The shape of the wavelength which fills out this ‘voice box’ is the actual element which determines the intonation. Also, the core element which determines the shape of the wavelength is the transfer of the center of gravity. The transfer of gravity can be controlled consciously and ‘voice boxes’ which has the shape of different centers of gravity according to them can be created. In this paper, the ‘voice boxes’ will be referred to as ‘tones’ while intonation will be looked at from a new perspective by synthesizing the concept of pitch and resonance cavity.

교술과 서사, 사실과 허구 등이 필기와 야담의 형성에 어떻게 관여했는가를 살폈다. 읽기와 쓰기, 말하기와 듣기가 각각 개입하는 양상을 고려하며 필기와 야담에 대한 연구가 이루어져야 함을 밝혔다. 하위 이론 장르론이 계속 시도되어야 한다는 것을 강조했다. 거대서사의 관점 못지않게 미세서사의 관점이 적용되어야만 필기나 일화의 특징이 정교하게 해명된다는 점을 주창했다. 얼핏 부질없게 보이는 일상의 부분에도 소중한 의미와 가치가 깃들어 있으니 이 분야 연구자는 그 점을 유념해야 한다고 주장했다. 야담의 다중적 가치 체계에 대해 관심을 가져야 한다고 했다. 야담 아이러니는 지금까지 주목 받지 못한 영역인데, 그것을 통해서 야담의 새로운 가치를 밝힐 수 있다고 보았다.

This article introduced the research history on Pilgi and Yadam. I explained on the genres and works of Pilgi and Yadam. Especially I established a new theory on Anecdote. In addtion, I founded Typologie of Yadam. In this article, I reviewed the relationship between the didactic and the narrative, the fact and the fiction. I searched how the elements of reading and writing, telling and listening activated in the process of formation of Pilgi and Yadam. I also insisted that to understand Pilgi and Yadam perfectly, we should have not only the macro narrative viewpoint but also the micro narrative viewpoint. With the micro narrative viewpoint, I could find the glitter of insignificance. As Yadam rooted in the multiple value system, we are desirable to overcome the formal logic which premise dichotomy. At last, I suggested a new perspective on Yadam, Irony. Through the ironic Yadam works, we could discover the compassion on despairer.

This study examined whether dictation or dictogloss is more efficient on improving Korean high school students’ English collocation knowledge. The 60 Korean high school students participated in the study and they were assigned to either the dictation or dictogloss group. The participants’ English collocation knowledge was measured through pre-, immediate post-, and delayed post-tests over the experimental period. The results showed that the students in the dictogloss group displayed better immediate learning outcomes than those in the dictation group, implying the immediate help from the use of dictogloss tasks in acquiring collocations. However, as to the retention of collocations, both of the dictation and dictogloss tasks were effective, showing no sustained initial advantage of dictogloss. Based on the findings of this study, implications and suggestions on how to teach L2 collocation more effectively in instructional settings were made.

The present study explored the relative efficacy of English and Korean mediated lectures in content learning(operationalized as the number of recalled idea units) and vocabulary acquisition(operationalized as the number of newly learned academic terms). The participants were assigned to either an English-mediated(EM) or a Korean-mediated(KM) lecture condition. They watched a videotaped lecture corresponding to their lecture condition, and then responded to a battery of free recall and cloze tests. The major findings are as follows. First, analysis of free recall data shows that students in the KM condition outperformed their counterparts in the EM condition to a statistically significant degree, with a large effect size detected(d=0.75). Second, analysis of the cloze test results indicate that the mean scores of the two groups did not differ significantly, with a negligible effect size observed(d=-0.02). The empirical evidence delineating from this study demonstrates the first evidence with regard to the potential limitations of EM lectures for Korean EFL undergraduate students.

교사의 질문과 학생의 반응은 수업에서 매우 중요한 역할을 한다. 교사는 질문을 통해 학생이 수업 내용 이해정도를 파악하기도 하고, 사고를 일정한 방향으로 이끌어 가기도 한다. 본고에서는 우선 교사의 질문 유형을 목적에 따라 분류하고, 그 질문들이 수업의 전개에서 교사가 학생들의 사고를 이끌어 내는 수준에 따라 다시 분류하는 것의 의미를 연구할 것이다. 또한 본고에서는 학생의 반응을 교사의 질문에 대한 언어적 및 비언어적 반응 모두로 정하고, 그라이스의 협력의 원리에 기반을 두어 협력적 반응과 비협력적 반응으로 나누어 설명하고자 한다. 교사의 질문은 수업을 통제하고 학생의 사고력을 촉진하며 학습 내용을 평가하는 기능이 있다. 이러한 교사의 질문은 목적에 따라 행동 요구적 질문과 문제 중심적 질문, 상호 교류적 질문으로 나눌 수 있다.그리고 사고의 방향이나 범주에 따라 분류할 수도 있다. 사고의 방향을 기준으로 수렴적 질문과 확산적 질문으로 나눌 수 있으며,사고의 범주를 기준으로 알기, 따지기, 끌어오기, 의미 부여하기 등으로 나눌 수 있다. 학생 반응의 유형은 교사의 질문 의도를 파악하여 수업의 흐름에 맞게 반응하는지에 따라 협력적 반응과 비협력적 반응으로 나눌 수 있다.협력적 반응은 교사의 질문이 요구하는 바와 일치하는 정도에 따라 적절한 대답 유형과 부적절한 대답 유형으로 다시 나눌 수 있다.청출어람식 대답과 모범 답안식 대답은 적절한 대답 유형에, 미진한 대답과 오답은 부적절한 대답 유형에 해당한다. 한편 비협력적 반응으로는 엉뚱한 대답과 침묵이 있다. 침묵에도 교사의 질문을 의도적으로 거부하는 침묵과 관련 지식이 부족하여 교사의 질문에 대답하지 못하는 침묵이 있다.

Purpose This study aimed to identify personal listening device (PLD) usage habits, listening belief, and perceived change in hearing, and to investigate how the variables related to perceived change in hearing among adolescents. Methods The participants were 183 middle school students and 233 high school students from Ulsan. Data were collected by self-reported questionnaires from August 1, 2019, to October 22, 2019, and analyzed with descriptive statistics, χ2 test, Mann?Whitney U test, and hierarchical multiple logistic regression. Results Most students started to use PLDs from elementary school, and mean preferred listening level was 70.13 dB. Mean perceived susceptibility to music-induced hearing loss (MIHL) and perceived barriers to prevent MIHL were 5.18 and 3.40, respectively. Perceived change in hearing was reported on 14.2% of middle school students and 32.2% of high school students, and as the average score of perceived barriers to prevent MIHL increases by one point, the odds of decrease in hearing increase by 2.05 times (p < .001) and 1.35 times (p < .05), respectively. Conclusion Considering that most adolescents are exposed to PLD in elementary schools and about a quarter experienced a decrease in hearing after PLD use, educational programs on hearing conservation are required to start as early as in schools. Particularly, knowledge and skills to overcome barriers to prevent MIHL should be emphasized in educational programs.