외국어 전략적 학습과 영어수업성취도 관계연구
The relationship between foreign language learning strategies and English language proficiency
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The purpose of this study is to investigate which learning strategies and learning styles are interrelated, also which strategies is often used by EFL Korean college students. 95 Korean EFL students participated as subjects in this study. Independent t-tests, ANOVA, MANOVA,Oxford’s (1990) SILL. Post-hoc Scheffé tests, and chi-square tests were performed at the .05 level of significance to answer research questions. The results of this study suggest that learning strategies are crucial factors in predicting students' academic proficiency also in constructing English Strategies Training Model for listening, reading, speaking and writing, which is more strategy related research in the area of EFL and that learning styles are significantly affected by the students' educational background and closely related to their strategy uses. In sum, this research provides English teachers and curriculum planners with validated information on strategies currently used by EFL Korean college learners. When English language instructors teach or make curriculum, the findings provide them with knowledge about which general strategies are more effective for EFL Korean learners.
Abstract
The purpose of this study is to investigate which learning strategies and learning styles are interrelated, also which strategies is often used by EFL Korean college students. 95 Korean EFL students participated as subjects in this study. Independent t-tests, ANOVA, MANOVA,Oxford’s (1990) SILL. Post-hoc Scheffé tests, and chi-square tests were performed at the .05 level of significance to answer research questions. The results of this study suggest that learning strategies are crucial factors in predicting students' academic proficiency also in constructing English Strategies Training Model for listening, reading, speaking and writing, which is more strategy related research in the area of EFL and that learning styles are significantly affected by the students' educational background and closely related to their strategy uses. In sum, this research provides English teachers and curriculum planners with validated information on strategies currently used by EFL Korean college learners. When English language instructors teach or make curriculum, the findings provide them with knowledge about which general strategies are more effective for EFL Korean learners.
참고문헌 (32)
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