Listening 45–46 Lecture — Matching + Manner of Speaking

Listening · Hardest

Guess if aiming for Level 3

You listen to a lecture and answer two items. Item 45 asks you to choose what matches the content of the lecture, and item 46 asks you to choose 'how' the lecturer is delivering that content — whether by giving examples, presenting statistics, or asking questions. Because this requires grasping the discourse structure on top of understanding the content, it is considered one of the trickiest spots in the entire TOPIK II Listening section. Lecture topics are often specialized yet aimed at explaining something to a general audience — psychology, social phenomena, general science. The typical flow opens by addressing the audience as '여러분', presents a common assumption first, and then overturns it with research or a case. This flow itself is the clue to item 46 (manner of speaking), so it matters to listen while consciously tracking how the lecture develops. Item 45 (matching) is solved the same way as any other matching item, by cross-checking the options against the narration, but item 46 (manner of speaking) cannot be solved just by understanding the content — if you do not know the expressions that name a manner ('give an example,' 'present statistics,' 'compare,' 'ask a question'), you cannot tell the options apart. So for this type, it pays off more to separately learn the expressions that name a manner of explanation than to focus on vocabulary alone. If you are aiming for Level 3, this section has a low return relative to the time it takes, so rather than fight for it, it is better for your overall score to reallocate remaining time to earlier sections and guess here.

Lecture — Matching + Manner of Speaking

• 사례를 들다 — To offer a concrete example to back up a claim. The single most common expression among item 46 (manner of speaking) options.
• 통계를 제시하다 — To put forward figures or survey results as evidence. Unlike giving an example, this expression is only correct when specific numbers are mentioned as well.
• 통념을 뒤집다 — To refute, with new evidence, an idea most people take for granted. This flow follows the '~라고 생각하지만' pattern at the start of a lecture.
• 인식을 전환하다 — To lead the audience to change the very way they view something. Often used in the conclusion of a lecture that overturns a common assumption.
• 질문을 던지다 — A delivery method that poses a question directly to the audience to make them think. This expression is only correct when a sentence that actually interacts with the audience is present.
• 비교하다/대조하다 — A method that explains by setting two things side by side and pointing out what they share or how they differ. Must be distinguished from presenting only a single example.
• 논거로 삼다 — To use some piece of evidence to support one's own claim. Used in the form '~을 논거로 삼아 주장을 펼치다'.
• 전제하다 — To lay down a condition or fact before beginning the discussion. Appears often at the start of a lecture.
• 재구성되다 — For something already existing to be newly rearranged. Used to convey that something like memory or information is not fixed but is recreated each time.
• 유도성 — The property of subtly steering someone toward a particular answer. Often used to modify a noun, as in '유도성 질문/유도성 표현'.
• 결론을 유보하다 — To hold off on making a judgment rather than deciding it yet. Applies to a lecture that only lays out opposing pieces of evidence without taking either side.
• 뒷받침하다 — To support a claim or opinion with evidence that it is true. Examples, statistics, and experiments can all serve as a means of support.

• A lecture-style opening that begins by addressing the audience, as in '여러분'
• A development that presents a common assumption first and then overturns it ('~라고 생각합니다. 하지만 ~')
• Markers that introduce an example or experiment ('예를 들어', '~한 실험이 있습니다')

• First identify the common assumption (the widely held idea) that the lecturer presents in the opening
• Catch the key claim that overturns the assumption, coming after '하지만/그러나'
• Mark whether the evidence supporting the claim is an example, a statistic, or a comparison
• Match item 46's '~고 있다' predicates (presenting, inducing, warning, and so on) with the type of evidence you just marked

• Mistaking a single detailed case within the lecture for its central claim
• Choosing a plausible-sounding but never-mentioned manner, such as 'citing statistical figures as grounds' — you must pin down the actual type of evidence precisely

If you are aiming for Level 3, this is a low-return section relative to time spent. Do not force it — guess and reallocate the time to earlier sections.