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In 2007 revised Korean education curriculum, speech education aims at improving students’ ability to cope actively with various communication contexts and attitude to create desirable Korean language culture on the basis of understanding about speech and broad discourse
activities. However, there are no meaningful listening education in the current education state. Since there’s no listening activities, the listening test is given little weight and a variety of listening
comprehension question items are not secured.
This study analyzed listening comprehension test by territories, contents and scenes and compared it with non-literal reading, which helps to consider listening comprehension questions items through various angles. It is found that the listening comprehension test is taken mostly from ‘inference’ and ‘fact’ territory, ‘arts’ content and ‘lecture’ scene rather than other parts. Especially, as the content of non-literary is similar to that of the listening comprehension test, the
students who are great at non-literary reading score high on the listening comprehension test. Based on these results, the following recommendations are suggested for future listening comprehension tests. First, as students spend almost all of their time in school, the test
items should be developed based on the in school life or school situation. Second, various kinds of question items which contain diverse territories should be made by a drastic territory break.
Third, question items which are using visual and audio aids should be developed.
Fourth, question items about theory on the function of language use should be made.
Fifth, items should be developed as a method that can assess ‘logic’ and ‘creativity’.
Sixth, the importance of listening assessment should be secured by difficulty adjustment.
There is no doubt that listening education is essential in school.
Considering the state of our current listening education, now is the time to raise interest in listening education and work toward the next phase of speaking-listening education. Listening assessment is one of the ways to enhance the position of listening education. If listening omprehension question items are consistently made with no theoretical support and lack of variety and objectivity, it will lose its educational essence. Listening comprehension test accounts for about 10 percent of College Scholastic Ability Test. Even though listening comprehension tests are given somewhat a great deal of weight on College Scholastic Ability Test, there was not enough understanding about importance of listening comprehension test and sufficient ways to study for the listening test. This is the result of not only the difficulty of the tests but also overlooking the essence of listening education, study on it and variety of listening. If listening assessment items related to school situations are developed based on systematic theory and practice of listening, listening education will have educational meaning and at the same time have practical value as well.