대학생들의 어휘전략사용과 영어듣기, 읽기능력과의 상관관계
Effects of Vocabulary Learning Strategies on English Listening and Reading Proficiency
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The purpose of this study is to investigate whether there are any differences in gender and English listening and reading proficiency according to learners' vocabulary learning strategies. The subjects are 123 university students, of which 55 are male and 68 are female students. Schmitt(1977)'s vocabulary learning strategies questionnaire was administered to measure the learners' vocabulary learning strategies. The learners' English listening and reading proficiency respectively were measured by the scores from TOEIC actual test. And to examine the study questions, the collected data was analyzed by t-test and one-way ANOVA. The results of this study showed that there were no gender differences in use of vocabulary learning strategies. The male students used memory strategy frequently and the female students used cognitive strategy more frequently than any other strategies. And there were significant differences in listening proficiency according to the use of metacognitive strategy. Also, there were significant differences in reading proficiency according to the use of cognitive and metacognitive strategies.
Abstract
The purpose of this study is to investigate whether there are any differences in gender and English listening and reading proficiency according to learners' vocabulary learning strategies. The subjects are 123 university students, of which 55 are male and 68 are female students. Schmitt(1977)'s vocabulary learning strategies questionnaire was administered to measure the learners' vocabulary learning strategies. The learners' English listening and reading proficiency respectively were measured by the scores from TOEIC actual test. And to examine the study questions, the collected data was analyzed by t-test and one-way ANOVA. The results of this study showed that there were no gender differences in use of vocabulary learning strategies. The male students used memory strategy frequently and the female students used cognitive strategy more frequently than any other strategies. And there were significant differences in listening proficiency according to the use of metacognitive strategy. Also, there were significant differences in reading proficiency according to the use of cognitive and metacognitive strategies.
참고문헌 (12)
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