듣기 전 활동이 예비 대학생들의 영어 듣기 이해와 정의적 요인에 미치는 영향
The effects of pre-listening activities on listening comprehension and the affective factors of Korean pre-university students.
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The study investigates the effects of different types of pre-listening activities on listening comprehension and the affective factors of pre-university students in Korea. A total of 120pre-university students were divided into two experimental groups and a control group. The experimental groups worked on the pre-listening activities--the topic discussion activity as a complement to the top-down processing and the vocabulary instruction activity as a complement to the bottom-up processing. The control group did not do any pre-listening activities. The students were also divided into two different proficiency-level groups, i.e., a high-proficiency and a low-proficiency level, to examine the correlation between pre-listening activity types and listening proficiency. The results of the study proved that use of pre-listening activities had a significant positive effect on learners' listening comprehension. It suggests that activating learners' schema helps the learners to predict the content and supplement their lack of prior knowledge. In addition, learners showed positive responses to the listening classes using pre-listening activities, i.e., most of the learners participated in the pre-listening activities responded that the pre-listening activities boost their motivation and interests to listening comprehension.
Abstract
The study investigates the effects of different types of pre-listening activities on listening comprehension and the affective factors of pre-university students in Korea. A total of 120pre-university students were divided into two experimental groups and a control group. The experimental groups worked on the pre-listening activities--the topic discussion activity as a complement to the top-down processing and the vocabulary instruction activity as a complement to the bottom-up processing. The control group did not do any pre-listening activities. The students were also divided into two different proficiency-level groups, i.e., a high-proficiency and a low-proficiency level, to examine the correlation between pre-listening activity types and listening proficiency. The results of the study proved that use of pre-listening activities had a significant positive effect on learners' listening comprehension. It suggests that activating learners' schema helps the learners to predict the content and supplement their lack of prior knowledge. In addition, learners showed positive responses to the listening classes using pre-listening activities, i.e., most of the learners participated in the pre-listening activities responded that the pre-listening activities boost their motivation and interests to listening comprehension.
참고문헌 (24)
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