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The purpose of this study is to seek directions in Korean listening education for foreigners through analyzing the effects of question types and listening strategy use on listening comprehension of Korean. This study investigated three subjects: the effect of question types on listening comprehension of Korean; the difference between high-level students and low-level students according to three classified question types; the effect of listening strategy on listening comprehension of Korean. The data was collected from 45 students learning Korean in Korea University Language Center, and it was analyzed through multiple regression analysis and analysis of variance. The results of the research are as follows. First, the difference between high-level students and low-level students was significant depending on the question types in listening comprehension. High-level students received better scores than low-level students in all three types. The score of intensive listening was the highest, and the score of response listening was the lowest in every level. Second, listening strategies did not affect listening grades greatly, but effects of some listening strategies were significant on listening comprehension. This study provides important implications needed for Korean listening education for foreigners.