상위인지 순환 교수법 기반의 외국인 학부생 대상 한국어 듣기 수업 설계

The Design of Korean Listening-Comprehension Classes based on Metacognitive Pedagogical Cycle for Foreign Undergraduate Students

This study aims to design a Korean listening-comprehension class for foreign undergraduate students based on a metacognitive pedagogical cycle to facilitate successful lecture comprehension. To this end, we designed a Korean listening-comprehension class using this metacognitive pedagogical cycle. We observed the listening process of the experimental participants and compared their metacognitive ability before and after class. As a result, we found that the foreign undergraduate students’ metacognitive abilities improved overall through the class. Then we confirmed the following implications through interviews with the participants. First, when selecting listening topics and contents, the characteristics of the lecture discourse and learner factors should be considered. Second, additional activities should be prepared at the stage before listening to regenerate background knowledge. Third, three listening activity goals should be explicitly presented so that learners can clearly understand the goals of each listening process. Finally, language learning about vocabulary and grammar must be done in the listening stage.