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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The present study examined the effects of explicit pronunciation instruction (PI) followed by two types of practice (production-focused vs. perception-focused) on improving listening by Korean EFL learners, addressing two questions: (1) Whether explicit PI helps enhance intelligibility and comprehensibility of target language speech, and if so, which type of practice is more effective for beginner-level listeners and (2) whether explicit PI has a positive impact on their overall listening proficiency as well. The study was carried out in three intact beginning-level Listening and Speaking classrooms: One served as control group; two classes received production-focused or perception-focused PI as a curriculum component during the 15-week course. Two types of tests (a dictation test and the TOEIC) were utilized as pre and posttest to assess intelligibility, comprehensibility, and overall listening proficiency. The results indicated that the students who received PI followed by either type of practice found target language speech more intelligible and comprehensible than those who didn’t. However, explicit PI fell short of improving general listening proficiency of the beginner students. Pedagogically, the findings of the study suggest how PI could be designed and implemented given the time constraints of an instructed classroom context.
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