한국 대학에서 의사소통 중심 교수법을 활용한 듣기와 말하기 지도 방법 연구

The aim of this research is to examine the current approach to listening and speaking in the Korean university context and to propose ways in which a more integrated and effective approach might develop skills that are currently neglected. Learners need to be given opportunities to develop their listening and speaking skills and to integrate them through dialgue. The traditional method of developing listening skills has limitations as a technique for developing reciprocal listening skills, partly because it separates the skills of listening and speaking. Listening and speaking are usually given very little attention in the Korean classroom. On many occasions listening and speaking skills are not integrated. Teachers usually check understanding by asking the ‘yes’ and ‘no’ answer questions. This exercise is testing but not developing listening and speaking skills. There is no pair work or student-centred approach. As a result, students lack confidence, focus on accuracy and thus there is no fluency development. By neglecting listening and speaking, learners’ listening and speaking skills have not improved. In this paper, it is suggested that listening and speaking skills should not be isolated in the classroom. Using English in the classroom is often called an unnatural context for learning. The classroom is like a real social environment in its own right, where students and educators participate in authentic social relationships with each other. A lot of educators make use of the students’native language in the classroom. This may often be an unavoidable decision in terms of organising the lessons clearly and efficiently. However, it tends to devaluate English as a vehicle for communication. It is therefore important for teachers to provide learners with the language for organising learning activities in terms of a communicative language teaching(CLT).