토익 듣기 능력 향상을 위한 전략 수업 효과
The Effects of Strategy Training for Improving TOEIC Listening Skill
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The purpose of this study was to investigate the effects of strategy training, which was implemented in a university TOEIC listening class. To achieve this purpose, three questions were asked: 1) Does this listening strategy training improve students’ TOEIC listening score?; 2) Are there meaningful changes in students’ using listening strategy?; 3) What difficulties are students facing in TOEIC listening comprehension and what is an appropriate training method? To answer the first question, pre and post mock tests were conducted. As a result, the average listening score improved 50 points. To answer the second question, the pre and post survey were conducted. The result of the survey showed that changes in students’ using metacognitive strategies were higher than those in cognitive strategies. To answer the third question, students’ weekly reports were analyzed. The students’ difficulties in TOEIC listening are British pronunciation, native speakers’ rapid pace, limited vocabulary, lack of concentration, etc. This study suggests that instructors should offer opportunities for students to listen more to both British and American pronunciation and practice taking more listening tests through on-line programs.
Abstract
The purpose of this study was to investigate the effects of strategy training, which was implemented in a university TOEIC listening class. To achieve this purpose, three questions were asked: 1) Does this listening strategy training improve students’ TOEIC listening score?; 2) Are there meaningful changes in students’ using listening strategy?; 3) What difficulties are students facing in TOEIC listening comprehension and what is an appropriate training method? To answer the first question, pre and post mock tests were conducted. As a result, the average listening score improved 50 points. To answer the second question, the pre and post survey were conducted. The result of the survey showed that changes in students’ using metacognitive strategies were higher than those in cognitive strategies. To answer the third question, students’ weekly reports were analyzed. The students’ difficulties in TOEIC listening are British pronunciation, native speakers’ rapid pace, limited vocabulary, lack of concentration, etc. This study suggests that instructors should offer opportunities for students to listen more to both British and American pronunciation and practice taking more listening tests through on-line programs.
참고문헌 (12)
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