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학습자 상호작용을 활용한 전략수업(SBI)이 영어 듣기 전략 및 듣기 능력에 미치는 영향

Effects of collaborative SBI on listening strategy and listening performance

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초록

본 연구의 목적은 학습자 상호작용을 활용한 전략수업이 학습자들의 듣기전략 활용 및 듣기능력 향상에 미치는 영향을 조사하는 것이다. 총 62명의 대학생들이 이 연구에 참여하였는데, 연구 참여자를 대상으로 사전, 사후 듣기전략 설문, 사전, 사후 듣기능력 검사를 실시하였다. 이 연구에서는 두 집단을 실험과 통제집단으로 나누어 실험집단에만 학습자 상호작용을 활용한 전략수업을 실시하였다. 본 연구결과에 의하면 대학생들에 대한 학습자 상호작용 전략수업은 전략사용 및 듣기능력에 유의미한 상관관계가 있었다. 사전 듣기전략 검사(t=.27, p<.05) 및 듣기능력 검사(t=.111, p<.05)에서 동질집단이었으나, 학습자 상호작용을 활용한 전략 수업 후에 듣기전략 검사(t=-2.0, p<.05)와 듣기능력 검사(t=-2.3, p<.05)에서 모두 이질집단으로 확인되었다. 또, 학습자들이 취약하였던 상위인지전략, 정의적 전략, 사회적 전략사용에 변화를 보였다. 학습자 상호작용을 활용한 전략수업은 일반적인 전략수업과 비교하여 듣기전략 및 듣기능력에 더욱 효과적이었다. 전략수업을 실시하는 에 적용할 수 있을 것이다.

Abstract

The purpose of this study was to examine the use of listening strategies by Korean college students and investigate the relationship between the use of listening strategy and the listening proficiency. This study also attempted to explore the effects of collaborative SBI(Strategy Based Instruction) on college students' English listening strategy and performance. A total of 62 college students participated in this study. A questionnaire was administered to the college students in order to examine their use of listening strategies. The relationship between the students' use of listening strategies and their listening performance was also examined based on the results of the questionnaire and the listening tests. For the experimental part of this study, the students were divided into two groups, an experimental group and a control group. The experimental group received collaborative SBI whereas this treatment was not conducted on the control group. The results of this study are as follows. First, there was a significant relationship between the students' use of listening strategies and their listening performance. Second, the experimental part of this study failed to find any significant effects of collaborative SBI on the students' listening performance.

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