It is very important to get the listening skill in the foreign language education. The reason is that the listening skill plays a supportive, promotive role to improve other language skills. Unless learners could get the listening skill, which links t...
It is very important to get the listening skill in the foreign language education. The reason is that the listening skill plays a supportive, promotive role to improve other language skills. Unless learners could get the listening skill, which links to the speaking skill, it would be difficult to proceed to perfect communications. Thus, at the time of these days, when people think communication competence is the most important factor, to improve the listening skill is the most essential part.
The listening skill is one of the most frequently used skills out of four functions of a language. According to a research of a Columbia Broadcasting System researcher, writing is 9%, reading is 16%, speaking is 30%, and listening is 45% in normal Americans language use in daily lives, which means that the listening part is more essential than the other three parts in everyday language use.
Korean teaching in China has already been 50 years. Especially, after Amity between Korea and China in 1992, the Korean language education in China has been so vigorous that every part of language elements like speaking, listening, reading, and writing has been taught indiscriminately, and synthetically. However, only a limited time of Korean listening class hour is provided, which occupies only two classes in a weekly class schedule of the students in the department of Korean, in a university, China. The total hour is about 90 minutes. This is too short a time to improve listening skill. If possible, there is still some problems like how effectively learners can use that limited 90 minutes.
It is very helpful to use good textbook for the effective lessons. Textbooks are vessels in which contents to teach and learn, and methods and strategies for teaching are contained. Good language textbook can lead to the ideal lessons so that they can save teachers their time and burden to build teaching plans and to prepare for the lessons. In addition, they enable learners to practice with ease. Therefore, it is one way to improve listening skill to use appropriate listening materials. However, it is difficult to find out good listening textbook in China to improve listening skill. Especially, textbook for occupational purpose are very insufficient.
About 85% of graduates of Korean department in Chinese universities want jobs at Korean companies or jobs related with the Korean language. However, the most difficult part is the listening skill when they prepare for being employed. It's because they were given only listening education for communication in daily lives, and they couldn't get any listening educations for job employment. It is fact that learners and teachers feel difficult to find any appropriate textbook to complement the weak points.
With these reasons, 'A Study on the Development of Listening Textbook for Korean Learners in Chinese University for Occupational Purpose' is studied with a view to improving Korean listening skill of Korean learners using Chinese. The contents are as follows;
In Chapter I, the necessity and the purpose of this study as well as research methods and contents are discussed, and the precedent studies related to this study are also discussed. The precedent studies are on Korean listening education and Korean textbook. Studies on the Korean language for employment are also referred. As mentioned before, Korean listening classes in Chinese universities are insufficient in relation to their importance. The necessity of developing textbook in order to improve listening skill was mentioned under the thought that it would support the weak point if well developed textbook were provided.
In Chapter II, to be set up as theoretical backgrounds for this study, listening function, listening ability for employment, and listening procedure are discussed.
In Chapter III, Korean educations in China are classified, and the goals of Korean listening education is mentioned. Also, the actual condition of Korean listening materials in China as well as Korean teaching methods is investigated and assorted. At 3, the last part of Chapter III, the actual condition of Korean education in China as well as Korean, the actual employment is discussed and the requirements of Korean learners using Chinese for Korean listening textbook are collected and analyzed through questionnaire targeting graduates of Korean department and employees.
In Chapter IV, on the basis of Korean listening textbook principles, the principles of developing textbook for occupational purpose are discussed. With these principles, topics and tasks which should be included in Korean listening textbook for occupational purpose as well as vocabulary and listening activities for the materials are selected. Korean listening textbook for employment target university students who are in the third or the fourth grade and whose Korean level is over intermediate, and the materials serve chances of improving Korean listening skill in an advanced level as well as better performing in their businesses without any difficulties.
In Chapter V, the meaning and the limit of this study are discussed and the next step of Korean listening education is discussed as a conclusion.
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