영어 듣기 전략 지도의 효과
The effects of listening strategies instruction
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초록
This study aims to examine the instructional effects of listening strategies on Korean students’ use of TOEIC listening strategy and their listening achievement. Ninety-five students participated in the study. The data for this study were collected from a questionnaire and two sets of TOEIC test scores. The purposes of this study were: 1) to identify the differences in the use of TOEIC listening strategies between students who received instruction that involved explicit TOEIC listening strategies and students who did not; and 2) to explore the effects of TOEIC listening strategies instruction on students’ TOEIC listening scores. An analysis of the results revealed several important points. The results reveal that the frequency of use of TOEIC strategies by the experimental group was not significantly different from that of the control group. Listening strategies training did not have significant effects on the participants’ listening achievement. The findings imply that types of questions and corresponding strategies should be considered in listening strategy instruction to make the lesson more effective. Pedagogical implications of the findings followed by proposal for further research areas are suggested.
Abstract
This study aims to examine the instructional effects of listening strategies on Korean students’ use of TOEIC listening strategy and their listening achievement. Ninety-five students participated in the study. The data for this study were collected from a questionnaire and two sets of TOEIC test scores. The purposes of this study were: 1) to identify the differences in the use of TOEIC listening strategies between students who received instruction that involved explicit TOEIC listening strategies and students who did not; and 2) to explore the effects of TOEIC listening strategies instruction on students’ TOEIC listening scores. An analysis of the results revealed several important points. The results reveal that the frequency of use of TOEIC strategies by the experimental group was not significantly different from that of the control group. Listening strategies training did not have significant effects on the participants’ listening achievement. The findings imply that types of questions and corresponding strategies should be considered in listening strategy instruction to make the lesson more effective. Pedagogical implications of the findings followed by proposal for further research areas are suggested.
참고문헌 (25)
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