반복듣기 학습 상황에서 전략일지 작성이 대학생의 학문적 영어 듣기능력 및 상위인지 의식에 미치는 영향
The Effects of Strategy Journal Writing on College Students’ Listening Comprehension of Academic Texts and Metacognitive Awareness
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본 연구는 반복듣기 학습 상황에서 전략일지 작성이 대학생의 학문적 영어 듣기능력 및 상위인지 의식에 미치는 영 향을 알아보고자 하였다. 이를 위하여 토플 말하기·듣기 강좌를 수강 중인 대학생 30명을 실험집단과 통제집단으로 나누어 연구를 진행하였다. 두 집단 모두 동일한 반복듣기 학습과제를 8차시 동안 수행하였으며, 실험집단 학생들은 첫 번째 듣기 와 두 번째 듣기 사이에 상위인지 듣기전략 훈련으로써 전략일지를 쓰도록 하였다. 또한 실험 이전과 이후에 상위인지 의식 에 관한 설문을 실시하였다. 본 연구로부터 도출된 결과는 다음과 같다. 첫째, 반복듣기 학습 상황에서 전략일지를 활용한 상 위인지 전략 훈련이 대학생들의 학문적 영어 듣기능력 향상에 긍정적인 영향을 미쳤으며, 특히 하위수준 학생들에게 그 효 과가 큰 것으로 나타났다. 둘째, 전략일지 쓰기는 상위수준과 하위수준 학생들의 상위인지 의식을 향상시키는 데 유의미한 효과가 있었으며, 하위수준의 계획·평가하기 전략 사용에 두드러진 변화가 있었다. 셋째, 전략일지 내용을 분석한 결과 학생 들은 전략일지 쓰기의 효과에 대해 대체로 긍정적인 반응을 보여주었다. 향후 전략일지를 활용한 상위인지 전략 훈련을 듣 기지도에 적용한다면, 학습자들의 듣기과정에 대한 이해를 높이고, 자기주도적인 전략 사용을 유도할 수 있다는 점에서 듣 기능력 향상에 도움이 될 것으로 생각된다.
Abstract
The purpose of this study is to investigate the effects of metacognitive strategy training on the listening comprehension of academic texts and the learners’ metacognitive awareness. A total of thirty university students were divided into a control group and an experimental group and both of them performed the same repetitive listening task 8 times during 2 weeks. The experimental group was trained to write a strategy journal, but the control group was not. The participants were asked to carefully complete the pre- and post-MALQ surveys before and after the study to examine the change of metacognitive awareness. The findings of the study were as follows. First of all, the experimental group showed statistically significant improvements in listening ability, and the positive effects were most evident amongst the low level students. Second, the metacognitive awareness of the experimental group improved after the study, but there were no significant differences between the high level and low level students. Third, the students reported that strategy journal writing helped them to become more self-directed learners. In conclusion, strategy journal writing was helpful to improve the learners’ listening ability and metacognitive awareness. This study, therefore, suggests strategy journal training an effective approach that offers metacognitive listening strategy training for EFL learners.
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