논문KCI 등재
Impact of Varying Pre-Listening Support on Listening Comprehension and Perceived Anxiety
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Abstract
Impact of Varying Pre-Listening Support on Listening Comprehension and Perceived AnxietyChoi, Sung-mookQuantitative comparisons were made on the effectiveness of the two most frequently employed types of pre-listening support (i.e., repeated input and vocabulary instruction) on Korean high school students’ listening comprehension. In addition, learner’s perceived anxiety during listening was assessed via a questionnaire with 7-point bipolar scale. Major findings include that (a) repeated input significantly improved the students’ overall comprehension, (b) vocabulary instruction promoted the students’ general comprehension to a marginally significant degree, (c) vocabulary instruction was significantly detrimental to low proficiency students’ specific comprehension while the same instruction was beneficial for high proficiency students, and (d) both repeated input and vocabulary instruction substantially reduced listener anxiety regardless of learner proficiency. Pedagogical implications are drawn for EFL teachers and learners.
참고문헌 (36)
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