정보차 활동을 통한 영어 학습 전략 사용에 관한 연구
A Study of Using English Learning Strategies through Information-gap Activity
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The purpose of this study is to investigate the effectiveness of information-gap activity on learning strategy use and the different learning styles based on learners' strategy use. For this experimental design, 30 students divided into two groups of active and reflective style. The results were as follows. First, more frequent strategies use were found in almost all students after information-gap activity. There were significant differences on memory, compensation, meta-cognitive and affective strategies. Second, both affective and social strategies showed significant differences between active style and reflective style students. Active style students used strategies more frequently. Finally, active style students showed significant differences in both affective and compensation strategies after the information-gap activity. Meta-cognitive and memory strategies showed significant differences in reflective style students after the information-gap activity. This study concluded that information-gap activity was effective on strategies use regardless of learning styles. The effective use of information-gap activity should be applied to English study.
Abstract
The purpose of this study is to investigate the effectiveness of information-gap activity on learning strategy use and the different learning styles based on learners' strategy use. For this experimental design, 30 students divided into two groups of active and reflective style. The results were as follows. First, more frequent strategies use were found in almost all students after information-gap activity. There were significant differences on memory, compensation, meta-cognitive and affective strategies. Second, both affective and social strategies showed significant differences between active style and reflective style students. Active style students used strategies more frequently. Finally, active style students showed significant differences in both affective and compensation strategies after the information-gap activity. Meta-cognitive and memory strategies showed significant differences in reflective style students after the information-gap activity. This study concluded that information-gap activity was effective on strategies use regardless of learning styles. The effective use of information-gap activity should be applied to English study.
참고문헌 (33)
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