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한국 고등학생들의 영어학습전략, 학업성취도, 학습변인 간의 관계성 연구

The relationship between language learning strategy, L2 proficiency and learning variables of Korean high school students.

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초록

This study aims to unveil the relationship among L2 proficiency, language learning strategies and other learning variables. Based on Strategy Inventory for Language Learning (SILL) developed by Oxford (1990), a total of 121 surveys were collected from male Korean high school students, and their responses were statistically analyzed. The results indicated that correlation between language learning strategies and other learning variables was statistically significant but low and that there was no statistically significant difference in L2 proficiency among groups divided by the frequency of students’ language learning strategy use. In addition, only the social strategy showed statistically significant difference among student’s curriculum tracks and the degree of language learning strategy use did not adequately explain students’ interest in English learning. Further pedagogical implications are provided.

Abstract

This study aims to unveil the relationship among L2 proficiency, language learning strategies and other learning variables. Based on Strategy Inventory for Language Learning (SILL) developed by Oxford (1990), a total of 121 surveys were collected from male Korean high school students, and their responses were statistically analyzed. The results indicated that correlation between language learning strategies and other learning variables was statistically significant but low and that there was no statistically significant difference in L2 proficiency among groups divided by the frequency of students’ language learning strategy use. In addition, only the social strategy showed statistically significant difference among student’s curriculum tracks and the degree of language learning strategy use did not adequately explain students’ interest in English learning. Further pedagogical implications are provided.

참고문헌 (91)

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