TOEIC 성취도와 듣기전략 사용정도간의 상관관계에 관하여
On the Correlation between TOEIC Listening Score and the Amount of English Listening Strategies Used
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초록
The purpose of this study was to examine the correlation between TOEIC score and the amount of English listening strategies used in TOEIC listening test. Data were collected from 75 Korean college students who took TOEIC test in 2011, and a questionnaire was used as the tool for this study. The major findings of this study include: First, high level college students used more memory, cognitive Ⅱ, metacognitive, compensation, and affective strategies than low level college students did in TOEIC listening test. But low level college students used more cognitive Ⅰ strategies than high level students did. Second, the gamma score was very high in memory, cognitive Ⅱ, metacognitive, compensation, and affective strategies, which means that there are high correlations between TOEIC score and the amount of English listening strategies used. But in cognitive Ⅰ, the gamma score was -.845(p<.001), which means there are negative correlations between them. Therefore, I could say that although Cognitive Ⅰ and Ⅱ could be taught from the beginning level in teaching English listening, and Cognitive I such as ‘To listen with translating into Korean’, ‘To try to translate into Korean what they heard’, and ‘To try to mimic words that they heard’ could be more useful in the beginning level. Later, cognitive Ⅱ should be emphasized more than cognitive Ⅰ. But teachers must consider students’ cognitive ability when they teach how to use metacognitve strategies.
Abstract
The purpose of this study was to examine the correlation between TOEIC score and the amount of English listening strategies used in TOEIC listening test. Data were collected from 75 Korean college students who took TOEIC test in 2011, and a questionnaire was used as the tool for this study. The major findings of this study include: First, high level college students used more memory, cognitive Ⅱ, metacognitive, compensation, and affective strategies than low level college students did in TOEIC listening test. But low level college students used more cognitive Ⅰ strategies than high level students did. Second, the gamma score was very high in memory, cognitive Ⅱ, metacognitive, compensation, and affective strategies, which means that there are high correlations between TOEIC score and the amount of English listening strategies used. But in cognitive Ⅰ, the gamma score was -.845(p<.001), which means there are negative correlations between them. Therefore, I could say that although Cognitive Ⅰ and Ⅱ could be taught from the beginning level in teaching English listening, and Cognitive I such as ‘To listen with translating into Korean’, ‘To try to translate into Korean what they heard’, and ‘To try to mimic words that they heard’ could be more useful in the beginning level. Later, cognitive Ⅱ should be emphasized more than cognitive Ⅰ. But teachers must consider students’ cognitive ability when they teach how to use metacognitve strategies.
참고문헌 (38)
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