韓国人日本語学習者における聞き取り指導の効果

초록

Building on the findings of Tsuneyoshi (2024), this study investigates learners’ listening comprehension of phonetically challenging sounds—specifically, the “Z(ザ)” and “J(ジャ)” sounds. It examines the extent to which learners improve in recognizing these sounds, whether acquisition differs between monosyllables and full words, and the educational effects of incorporating syllabic form into instruction. Fourteen university students in South Korea received three weeks of listening instruction that integrated visual and auditory components. Post-instruction assessments showed that more than half of the participants improved in their listening comprehension. These results suggest that visually supported instruction may be effective in enhancing learners’ ability to comprehend both monosyllabic and word-based forms of these sounds. Furthermore, the observed improvements across learners of varying proficiency levels indicate that this approach could address limitations of prior studies and offer a valuable strategy for supporting beginner learners, for whom listening comprehension is particularly critical.

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