Korean Through Active Listening: Bk 2 w/ cassettes (Listening Comprehension Tasks for Elementary Students) (English and Korean Edition)

104 Pages·1995·4.05 MB·English

by  In-Jung Cho

This book and its accompanying audio files (originally in cassette tapes) became out of
print in early 2008 and, as at December 2015, are licensed under a Creative Commons
Attribution-Noncommercial-Share Alike 2.5 Australia License.

To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-
sa/2.5/au/.

This book and its accompanying audio files are available online at
http://talkingtokoreans.com .
listening Comprehension
Tasks for Elementary Students
KOREAN
~
AClKVJh lK§llhNKNG
Book Two

Listening Comprehension
Tasks for Elementary Students
KOREAN
~
AClJIVJ£ lJI§lJhNJING
Book Two
IN-lUNG CHO & YOUNG-A CHO
HOLLYM
Elizabeth, NJ · Seoul
Listening Comprehension Tasks for Elementary Students
KOREAN THROUGH ACTIVE LISTENING, Book Two
Copyright© 1996, 1994 by In-Jung Cho & Young-A Cho
All rights reserved. No part of this book or related recordings may be
reproduced, stored in a retrieval system or transmitted in any form or
means, electronic, mechanical, photocopying, recording or otherwise,
without prior written permission from the copyright owner and the
publisher.
First published in 1994 by Hollym International Corp.
Second revised edition, 1996
Third printing, 2004
18 Donald Place, Elizabeth, New Jersey 07208, USA
Phone: [phone] Fax: [phone]
http:/ /www.hollym.com
Published simultaneously in Korea by Hollym Corporation; Publishers
13-13 Gwancheol-dong, Jongno-gu, Seoul110-111, Korea
Phone: [phone] Fax: [phone], 8192
http:/ /www.hollym.co.kr e-mail: [email protected]
ISBN: 1-56591-055-9 (Book Two)
Printed in Korea
INTRODUCTION
Listening Comprehension Tasks for Elementary Students Korean through Active Listening Book
Two makes learning Korean as well as listening to Korean easy and fun!
Listening Comprehension Tasks for Elementary Students Korean through Active Listening Book
Two is an intensive course in listening comprehension for intermediate beginner to low
intermediate level students. It is designed for adults and secondary school students who have
studied some Korean.
Listening Comprehension Tasks for Elementary Students Korean through Active Listening Book
Two can be used as a supplement to a classroom text, or in a language laboratory, and as a self
study book by students themselves.
Listening Comprehension Tasks for Elementary Students Korean through Active Listening Book
Two consists of fifty six tasks based on everyday situations like making excuses, giving and
following directions, and listening to the weather forecast. In each task you will hear a dialogue
or statement and do different kinds of problem-solving, such as drawing lines, putting in various
marks, filling in a blank and labelling a picture.
Listening Comprehension Tasks for Elementary Students Korean through Active Listening Book
Two in intended to help you listen for meaning, not listen to every single word. You do not have
to understand every word to do a task but the overall message of what someone is saying and the
key information that you need to know. Just like in your mother tongue you focus only on the
parts of speech that are important for a speaker's or your own purpose as a listener.
Listening Comprehension Tasks for Elementary Students Korean through Active Listening Book
Two also consists of three 90-minute cassette tapes. The recordings are of native Korean radio
actors and actresses with standard Korean accent speaking at normal speed. It may be difficult to
listen to Korean spoken at normal speed in the beginning. However, remember that no one speaks
slowly in real life. Even sympathetic speakers tend to go back to normal speed quickly as the
conversation goes on. And there are even changes in pronunciation according to the speed.
Therefore, the best way is to get yourself familiar with normal speed Korean even though you
may find it difficult in the beginning.
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NOTES FOR THE TEACHER
All the tasks are selected and ordered in consideration of three main factors: the order of acquir
ing grammatical points, the complexity of the input and the value of immediate use. The flrst fac
tor refers to the order that does not cause any confusion or delay to a learner. There are a few gram
matical patterns that make it difficult for a learner to acquire other patterns if they are acquired
flrst. The second factor means that each task should have a concentrated dose of comprehensible
input. In the beginning tasks a student is only exposed to routine or formulaic expressions and the
amount of redundant utterances and cognitive work( categorizing, synthesizing, comparing, cal
culating, and inferring) is increased gradually over the tasks. As the third factor not only the aca
demic aspects of learning but also the value of immediate use are considered in selecting situa
tions and topics that provide useful expressions that can be used immediately outside classroom
without much modification. And students' familiarity with situations and topics is also consid
ered so that they can use their own background world knowledge and experience to establish
expectations on what they are going to hear. However, any task can be selected by teachers for
their own purposes or to use with their textbooks regardless of the order of the tasks presented in
this book.
How to use Listening Comprehension Tasks for Elementary Students Korean through Active
Listening Book Two.
1. Make students familiar with the exponents and essential vocabulary by using your voice, and
with the pictures used in each task.
2. Have some simple speaking activities by setting the situation similar to the situation of the task
to prepare students for the listening task. Encourage them to bring in their own background
knowledge and experience, and show them how to use that background information in listening
comprehension.
3. Make students understand what they are going to hear and what to listen for in order to do the
task successfully. For this read the directions aloud with them.
4. When you play the tape first, make sure that students do not write anything. Encourage
them to get the general idea of what is being said.
5. Play the tape as many times as you think necessary for students.
6. When they have done the task, play the tape pointing out the key information points.
7. If students have had difficulty doing a particular task, you may help them by indicating
what points of the tape to listen to.
8. After the listening task, have follow-up speaking activities similiar to the task in situations, or
using the exponents and essential vocabulary of the task.
9. If possible, make a dialogue or statement taped with or without modification of the original
using different voices. It gives students an opportunity to be exposed to various voices and,
therefore, helps them to develop perceptual listening ability in order to cope with various voic
es in real life.
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NOTES FOR THE STUDENT
Listening Comprehension Tasks for Elementary Students Korean through Active Listening Book
Two helps you to develop the listening skills that are important in learning language but which
you have little chance to develop owing to inadequate exposure to authetic spoken Korean. The
recordings are of native Koreans speaking at normal speed. You may find it difficult in the
beginning. However, it is the best way to overcome the differences between the language you
learn in a formal setting such as the classroom and the language in an informal setting such as
everyday conversation. You can do the tasks in any order but the early tasks are easier than the
later tasks.
How to use Listening Comprehension Tasks for Elementary Students Korean through Active
Listening Book Two.
1. Make yourself familiar with the exponents and essential vocabulary of each task before you do
the task.
2. Try to read out the Korean expressions and vocabulary in the exponents and essential vocab-
ulary parts before you hear the tape.
3. Listen to the tape and find out if you read them properly.
4. Read the directions carefully and find out the situation or topic of the task.
5. Using your background knowledge of the situation or topic, and the exponents and essential
vocabulary, try to make expressions you can expect in that situation or topic.
6. Listen to the directions and find out how to do the task because the tasks have different ways
of being solved.
7. When there are pictures, it is very important to find out what each picture symbolizes.
8. When you listen to the tape first, make sure that you do not write anything. Get the general idea
of what you hear.
9. Listen to the tape as many times as you want.
10. Do not try to understand every single word. Just listen for the key information that you need
to do the task.
11. When you have done the task, listen to the tape again to check.
12. If you have had difficulty doing a particular task, refer to the Key at the end of the book. And
listen again.
13. As far as possible, do not read the Transcript. Keep this as the last resort.
14. Whenever you have time, listen again in your car, in a bus or on the street using a small
portable cassette recorder player.
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ACKNOWLEDGEMENTS
The authors would like to thank first the National Korean Studies Centre in Australia, especial
ly Adrian Buzo, executive director, for partially supporting this material with a grant.
We are very appreciative of suggestions for improvement of an earlier version of the manuscript
given by Lesley Smith and of the feedback from the students who studied first year Korean at
Monash University, Australia, in 1993, especially Ruth Ryan and Susan Milligan.
We would also like to thank Hye-Jung Kim for illustrations and the following for taking part in
the recording: Jonathan D. Hilts, Sang-wook Kim and Hyong-wook Park.
We are also grateful to our colleagues, in particular Dr. Christopher Court, in the Department of
Asian Languages and Studies at Monash University for their assistance and support, and to the
Korean Cultural Research Center at Korea University for giving us opportunities to start teach
ing Korean to foreigners. Special thanks to Professor Hee-hn Bae and Dr. Jung-Sook Kim for their
perpetual encouragement.
And finally, our appreciation to our editors Sue-jung Kang and Jean Baek for their useful com
ments, and to Hollym for publishing the book.
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