학문 목적 한국어 학습자를 위한 상호텍스트성 기반의 듣기 과제 연구

다국어 초록 (Multilingual Abstract)

Listening comprehension competence that is needed for the Korean language learners for academic-purpose is not merely confined to clear understanding of words and sentences or finding necessary information. On top of that, those learners should be able to grasp the intention of the speaker, then should respond appropriately, actively using their background knowledge and thinking capability. Listening for academic-purpose is not a passive comprehension activity, but is an active knowledge producing activity. Therefore, those listeners should be more active in utilizing their background knowledge and thinking capability.
The aim of this study is to suggest a listening teaching method for training the Korean learners as active listeners so that they can acquire what they need during academic listening activities.
Through the advanced researches, firstly, this paper examined that in what ways the Korean language education for academic-purpose has proceeded so far, and then has found that the previous researches are mainly focused on analyzing the forms and structures of lecture listening activities. Thus, this study here suggests listening activities for actual comprehension be more concentrated on the contents of texts, rather than forms or structures.
Secondly, this paper defines what listening comprehension capability means in an academic setting. It deals with the listening comprehension mechanism from the point of view of social constructionism, which argues listening comprehension occurs during social interactions, not in each individual's perception. Social constructionism sees the construction of meaning as the product of social negotiation. In fact, a majority of texts we meet are the products of social concertation, and in order to properly understand these products, we need a procedure that finds out what kind of concertation is in a certain text. To realize this procedure in listening tasks, I chose intertextuality.
Intertextuality means a relationship between texts. It is used for catching the meaning of written texts in reading teaching, but when it comes to understanding texts, it can also be useful with spoken texts.
The final goal of intertextuality-based listening comprehension may mean constructing inner text, which accepts not only the superficial meaning of a text, but also the profound meaning via intertextual relationships between texts, and results in reconstructing a new meaning in sociocultural context.
If we think the final goal of a listening task for those who learn the Korean language for academic-purpose is the construction of inner text, the procedure of comprehending a listening text can be divided into three phases: Activation phase that activates existing text, Construction phase that constructs inner text and Application phase that uses or utilizes inner text. Construction phase is then again divided into other three phases: Recognition phase that recognizes the text contents, Interpretation phase that interprets the text meaning and Comprehension phase that comprehends the text meaning. The most important phase among these may be Construction phase. In this phase, teachers can provide a certain device with multiple texts to their students that facilitates integration and interaction between the given texts, so that the students can comprehend the actual meaning of the given texts.
Next, this paper has looked through actual listening tasks for academic-purpose that are being used in Korean education curricula. Listening materials for advanced levels in Korean institutions and for Korean learners for academic-purpose are analyzed, and also a survey and interviews for Korean learners and teachers in universities are included.
In the listening material analysis, it has turned out that although there are various listening activities for high level learners and types of texts, many materials are not aptly utilized for facilitating learners' thinking and backgrounds. One of the reasons for this may be the fact that mainly only one listening text is given in one listening task, and thus, it is somewhat insufficient to activate listeners' information or background.
Based on this fact, this paper can state the need of multiple texts in listening tasks. In the survey and interviews, all participants, both learners and teachers, agreed that sufficient lexical resource and background knowledge in a theme level are needed for successful listening comprehension.
In addition, Korean teachers and college lecturers stated that the effect of learners' background knowledge on listening comprehension is too big to be merely regarded as individual learners' own matter, and added that so the listening class should offer a chance for learners to improve or facilitate their background knowledge.
Looking through previous theoretical studies, the paper can draw a conclusion that in order to improve listening comprehension for Korean learners for academic-purpose, listening teaching should make them reconstruct the meaning of a text, expanding their background knowledge and facilitating their thinking.
In this paper, the procedure that a learner reconstructs the meaning of a text and creates a completed knowledge is defined as the construction of inner text. And, based on this, it suggests phases of listening tasks and a way to organizing texts. The text organization is divided into four types depending on the aim of the task: Arguing relation, Complementing relation, Cooperating relation and Commanding relation. The relation from these types help learners enhance their thinking and therefore more reasonable understanding.
Lastly, this study provides a practical example of a intertextuality-based listening task for the Korean learners for academic-purpose. This example shows actual application of multiple texts in a listening task and it gauges the possibility to adopt this suggestion in the Korean education field.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구의 목적 및 필요성 1
• 1.2. 선행 연구 검토 및 문제 제기 4
• 1.3. 연구의 방법 및 범위 14
• 2. 상호텍스트적 관점에서의 학문 목적 한국어 듣기 이해 20
• 2.1. 상호텍스트성과 듣기 이해 20
• 2.1.1. 상호텍스트성의 개념 20
• 2.1.2. 듣기 이해에서의 상호텍스트성 24
• 2.2. 상호텍스트성을 바탕으로 한 듣기 이해 과정 29
• 2.2.1. 텍스트 내부 요소들 간의 상호작용을 통한 이해 30
• 2.2.2. 다른 텍스트와의 상호작용을 통한 이해 32
• 2.2.3. 텍스트 외부 요소들과의 상호작용을 통한 이해 42
• 2.3. 학문 목적 한국어 학습자를 대상으로 한 듣기에서의 이해 44
• 2.3.1. 학문 목적 한국어 듣기 이해의 개념과 특성 44
• 2.3.2. 학문 목적 학습자의 한국어 듣기 이해 능력 56
• 3. 학문 목적 학습자 대상 듣기 과제의 실태 및 요구 분석 67
• 3.1. 학문 목적 한국어 학습자 대상 교재에서의 듣기 과제 분석 67
• 3.1.1. 과제 분석의 요소 68
• 3.1.2. 과제 분석의 대상 74
• 3.1.3. 교재별 과제 분석 내용 75
• 3.2. 학문 목적 한국어 듣기 과제에 대한 인식 및 요구 조사 121
• 3.2.1. 심층 면접을 통합 교수자들의 인식 및 요구 조사 122
• 3.2.2. 설문 조사를 통한 외국인 유학생들의 인식 및 요구 조사 130
• 3.2.3. 심층 면접 및 설문 조사 결과 139
• 4. 상호텍스트성에 기반한 듣기 과제의 단계 설정 및 텍스트 조직 149
• 4.1. 이해 과정에 따른 듣기 과제의 단계 설정 149
• 4.1.1. 기존 텍스트 활성 단계 150
• 4.1.2. 내적 텍스트 구성 단계 155
• 4.1.3. 내적 텍스트 확인 및 활용의 단계 165
• 4.2. 다중 텍스트 활용을 위한 텍스트 조직 방안 167
• 4.2.1. 다중 텍스트 활용을 위한 텍스트 선정 168
• 4.2.2. 과제의 목표에 따른 다중 텍스트 조직 방안 175
• 5. 상호텍스트성에 기반한 학문 목적 듣기 과제의 실제 203
• 5.1. 학문 목적 듣기 과제의 설계 원리 및 방법 203
• 5.1.1. 듣기 과제의 설계 원리 205
• 5.1.2. 듣기 과제의 설계 방법 215
• 5.2. 학문 목적 듣기 과제의 단계 모형 222
• 5.3. 학문 목적 듣기 과제의 예시 229
• 6. 결론 및 제언 249
• 참고 문헌 256
• 부록 270
• ABSTRACT 276