This study is about how to teach listening strategies to improve the listening ability of the students majoring in Korean language in China. In Chapter 2, with respect to the objectives of education of the department of Korean language in Chinese uni... This study is about how to teach listening strategies to improve the listening ability of the students majoring in Korean language in China. In Chapter 2, with respect to the objectives of education of the department of Korean language in Chinese universities, their stages are categorized in 3 of general Korean, Korean for humanities and social studies, and Korean for business and majoring studies, and then the objectives, the contents and period of each stage are reclassified. Out of these, as the lack of education for Korean for humanities and social studies to improve knowledge cultivation related to Korean humanities and social studies in the department of Korean language in Chinese universities, after selecting the contents for listening education necessary in this stage, this study reviews if it is fully reflected in real classes of Chinese universities. As a result, this study recognizes the necessities for strategic instruction to understand the detailed techniques and listening steps needed in the stage of listening for improving listening abilities of the learners. Chapter 3 introduces CALLA into listening class which integrates contents and academic language fuctions, and strategy training as a method of strategy instruction necessary for the learners of humanities and social studies dealt in Chapter 2. To do this, the components and the instructing steps of CALLA. Originally CALLA is one of the content-based integrated instruction models used in ESL school curriculum, however, based on the cases presenting it is useful in various situations, this study tries to apply it to the Korean listening instruction and designs an instructing model and steps applicable to Korean listening instruction. Chapter 4 searches the aspects of listening strategies used by the learners before giving instruction on strategies. First, this study compares the listening strategies used by the native Chinese and Korean and makes it as a standard to judge how well the learners use the strategies. and after 5 times listening instructions, the way the learners form their strategies is reviewed, and based on the result this study classifies automatically well formed strategies and the other to select priorities for strategy instruction as well. In addition, in accordance with the learners' listening scores, the learners are divided into three groups of advanced, intermediate, and low to define the grounds of the priorities considering the strategies hard to develop according to the learners' score. After selecting the priorities of the strategy instruction, the instruction plans for each strategy are presented. Chapter 5 selects the principle of strategy instruction for applying CALLA into Korean education based on the discussion above, and selects the contents for listening instruction of the listening strategies based on CALLA with respect to the learners' need and the educational objectives of the department of Korean language in Chinese universities. Based on this, the sample of listening instruction based on CALLA. This study is meaningful that it categorizes the Korean language education of the learners majoring Korean in Chinese universities and gives shape to the needs for the qualitative supplement in the Chinese universities. Moreover, this study is also meaningful in the view that it compares the aspects of listening strategies used by Chinese learners' native language and Korean and selects the priorities of strategy instruction reviewing the process of listening strategy formation through listening instruction. Last but not least, it tries to apply CALLA to listening instruction to develop content knowledge, academic language development, and strategies considering Korean learners' specificity in Chinese universities. However, it is difficult to generalize the result of experiment as the target of research and need analysis of this study is limited in a small group of learners in a specific area. There are still something to study further, even though this study applies CALLA to the real Korean listening lessons. Further studies are expected to verify the effects of instruction based on CALLA and apply CALLA not only in listening but also in other functions of language and integrated instruction. ，免费韩语论文，韩语毕业论文 |
