영어 듣기 불안과 듣기 전략 사용 연구
A research on anxiety and strategy in English listening
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The aim of this study is to investigate (1) the aspect of the correlation between listening strategy use and anxiety in English as well as (2) the relative influence that the subcategories of listening anxiety have on listening strategy use. This study involves 80 students from two different universities and the participants are divided into two groups based on TOEIC achievement. The analysis of data reveals some important findings as follows: First. most sub-elements of listening strategy use and listening anxiety negatively correlate with one another with both relation between compensatory strategy and lack of background knowledge in the high level-group and relation between social strategy and lack of confidence in low-level group highest. Second, the anxiety caused by the lack of background knowledge contributes to the decrease of compensatory strategy use in high level-group while the anxiety dealing with what students heard has the negative influence on the use of compensatory strategy in both groups. Lastly, the lack of confidence in low-level group exerts negative influence on the use of social strategy in low-level group. The implication of this search is that the teachers should be aware that relational aspect between listening strategy use and anxiety varies depending on level of the learners. In addition, teachers should provide learners with the learning environment in which learners can reduce the data processing anxiety by utilizing cognitive strategy in listening classroom.
Abstract
The aim of this study is to investigate (1) the aspect of the correlation between listening strategy use and anxiety in English as well as (2) the relative influence that the subcategories of listening anxiety have on listening strategy use. This study involves 80 students from two different universities and the participants are divided into two groups based on TOEIC achievement. The analysis of data reveals some important findings as follows: First. most sub-elements of listening strategy use and listening anxiety negatively correlate with one another with both relation between compensatory strategy and lack of background knowledge in the high level-group and relation between social strategy and lack of confidence in low-level group highest. Second, the anxiety caused by the lack of background knowledge contributes to the decrease of compensatory strategy use in high level-group while the anxiety dealing with what students heard has the negative influence on the use of compensatory strategy in both groups. Lastly, the lack of confidence in low-level group exerts negative influence on the use of social strategy in low-level group. The implication of this search is that the teachers should be aware that relational aspect between listening strategy use and anxiety varies depending on level of the learners. In addition, teachers should provide learners with the learning environment in which learners can reduce the data processing anxiety by utilizing cognitive strategy in listening classroom.
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