영어 학습자 특성이 듣기 진단평가 결과에 미치는 영향 연구: 온라인대학을 중심으로
A Study of the Influence of English Learner Characteristics on the Results of Listening Diagnosis Assessment: Focusing on Online Universities
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초록
본 연구는 영어학습 이력과 관련된 학습자 특성이 듣기 진단평가의 결과에 미치는 영향을 분석하였다. 연구목적달성을 위해 K온라인대학 영어강의 수강생 283명에게 영어 학습자 특성을 알아보는 설문조사를 한 후 10개의 소영역으로이루어진 듣기진단평가를 실시했다. 설문과 듣기진단평가 결과를 바탕으로 영어 학습자 특성이 듣기진단평가 총점수에 미치는 영향을 알아본 후, 각 소영역별 점수에 미치는 영향을 분석하였다. 연구결과는 다음과 같다. 첫째, 영어 학습자 특성에 따른 듣기 총점수의 차이를 비교해본 결과, 영어권 국가 방문기간, 영어 시청각자료 노출시간, 영어읽기 시간, 영어 원어민 대화시간 특성이 유의미한 차이를 보였다. 둘째, 초급단계 소영역인 소리식별과 어구 및 문장식별 소영역에서는 영어 원어민과의 대화시간이 공통적으로 의미 있는 차이를 보였다. 셋째, 대부분의 소영역에서는 영어국가 방문기간이 유의미한 특성이었으며, 영어 시청각자료 노출시간과 영어읽기 시간은 두 개 이상의 소영역에서 유의미한 것으로 나타났다. 이러한 결과를 바탕으로 온라인대학의 교수자, 영어 콘텐츠 개발자, 교육과정 기획자에게 듣기 수업과 관련된 실무적인 제안을 하였다.
Abstract
This study analyzed the effects of learner characteristics related to their English learning backgrounds on Listening Diagnostic Assessment results. To accomplish this aim, 283 Korean online university students were surveyed about the characteristics of English learners, and then a Listening Diagnostic Assessment of 10 subskills was conducted. Based on the results of the questionnaire and Listening Diagnostic Assessment, the effects of English learner characteristics on both the total score and the subscores of Listening Diagnostic Assessment subskills were investigated. The results of the study are as follows: First, the period of visits to English speaking countries, the time exposed to English audio/visual materials, English reading time, and conversation time with native English speakers were found to be significant factors that affected the total score of the Listening Diagnostic Assessment. Second, conversation time with native English speakers was found to be significant in the subscores of both the voice recognition and phrase/sentence identification subskills. Third, the period of visits to English speaking countries was found to be significantly related to the subscores of most subskills, and both the time exposed to English audio/visual materials and English reading time were found to be significant characteristics of the subscores of more than two subskills. Based on these results, practical suggestions related to listening courses were given to the instructors, the English contents developers, and the English curriculum developers of Online Universities.
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