Korean Through Active Listening: Book 1 w/ cassettes

140 Pages·2000·7.73 MB·English

by  Young-A Cho, 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
따~‘
AcrKVI lKSrINKNG
BookOne
Listening Comprehension
Tasks for Elementary Students
I흘OREJ릎낀싸
싫싫암4‘
AC1fKVJh lKS1fJhNKNG
IN-JUNG CHO & YOUNG-A CHO
HOLLYM
Elizabeth, NJ . Seoul
Listening Comprehension Tasks for Elementary Students
KOREAN THROUGH ACTIVE LISTENING, Book One
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
Fifth 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:
Listening Comprehension Tasks for Elementary Students KOREAN THROUGH ACTIVE
LISTENING, Book One makes learning Korean as well as listening to Korean easy and fun!
Listening Comprehension Tasks for Elementary Students KOREAN THROUGH ACTIVE
LISTENING, Book One is an intensive course in listening comprehension for beginner to
advanced beginner level students. It is designed for adults and secondary school students who
have just started Korean or who have studied some Korean.
Listening Comprehension Tasks for Elementary Students KOREAN THROUGH ACTIVE
LISTENING, Book One 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 One consists of fifty nine tasks based on everyday situations like greetings,
ordering meals and shopping. 1n 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 One is intended to help you listen for meaning not listen to every single
word. You don’t 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 One consists of three cassette tapes. The recordings are of native Korean
radio actors and actresses with standard Korean accents speaking at normal speed. It may be
difficult to listen to Korean spoken at normal speed in the be밍nning. However, remember that no
one speaks slowly in reallife. Even sympathetic speakers tend to go back to normal speed q띠ckly
as the conversation go않 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.
멘l
All the tasks are selected and ordered in consideration of three main factors: the order of
acquiring grammatical points , the complexity of the input and the value of immediate use.
The first factor refers to the order that does not cause any confusion or delay to a learner.
There are a few grammatical patterns that make it difficult for a learner to acquire other
patterns if they are acquired first. The second factor means that each task should have a
concentrated dose of comprehensible input. 1n the beginning tasks a student is only exposed
to routine or formulaic expressions and the amount of redundant utterances alld cognitive
work (categorizing , synthesizing , comparing , calculating , and inferring) is increased
gradually over the tasks. As the third factor not only the academic aspects of learning but also
the value of immediate use is considered in selecting situations 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 considered 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
ACTWE LISTENING, Book One
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 vocabulaη ofthe task.
9. If possible, make a dialogue or statement taped with or without modification of the original
using different voices. 1t gives students an opportunity to be exposed to various voices and,
therefore , helps them to develop perceptuallistening ability in order to cope with various
voices in reallife.
-멘
Listening Comprehension Tasks for Elementary Students KOREAN THROUGH ACTIVE
LISTENING, Book One helps you to develop the listening skills that are irnportant in learning a
language but which you have little chance to develop owing to inadequate exposure to authentic
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 Elementary Task-Centered Listening Comprehension of KOREAN Book One
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
vocabulary 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 p따ticular 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.
훌훌
The authors would like to thank first the National Korean Studies Centre in Australia,
especially 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 Paul Cosgrove, 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: John T. Valentine H, Cha-Hyung Ku and Mi-Kyong Chong.
We are also grateful to our colleagues, in p따ticular 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 staπ
teaching Korean to foreigners. Special thanks to Professor Hee-Im Bae and Dr. Jung-Sook
Kim for their perpetual encouragement.
And finally, our appreciation to our editors Kyoung-Hee Uhm, Sue-Jung Kang , and Jean
Baek for their useful comments, and to Hollym for publishing the book.
We dedicate this book to our parents and to our mentors: the late
Professor Byong.Chae Park, and Professor Kyung-Ja Park.
-름