한국어 학습자의 듣기 학습과 수업에 대한 인식과 경험 - 중급 학습자와의 심층 인터뷰를 통한 질적 연구 -

초록

The purpose of this study is to examine intermediate Korean language learners’ perceptions and experiences of listening learning and instruction and to suggest directions for improving Korean listening education. To this end, five intermediate learners enrolled in a university-affiliated Korean language institute were purposively selected, and semi-structured in-depth interviews were conducted. The collected data were analyzed using thematic analysis, and the following findings were identified. First, regarding listening materials, learners preferred authentic discourse such as YouTube videos; however, they experienced psychological anxiety in real communication situations due to the gap between textbook materials and authentic discourse. Second, regarding listening comprehension and learning approaches, learners primarily relied on bottom-up learning methods focusing on vocabulary and sentence-level decoding, while demonstrating limited awareness of top-down strategies such as contextual inference and the use of background knowledge. Third, regarding listening instruction, issues were identified, including the inefficiency of repeated listening caused by differences in learners’ levels of comprehension, imbalances across instructional stages, and insufficient post-listening activities. Based on these findings, this study suggests strengthening instruction in top-down listening strategies, implementing differentiated listening instruction that takes learner differences into account, and expanding post-listening activities through more effective time allocation.

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