한국인 영어 학습자들의 듣기와 말하기 전략에 대한 메타 인지 지식과 사용에 대한 연구
Korean EFL Students’ Metacognitive Knowledge and Perceived Use of Listening and Speaking Strategies
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This study explores Korean EFL students’ megacognitive knowledge and perceived use of listening and speaking strategies depending on their levels of English proficiency. For this purpose, this study conducted a survey of 161 students at a university in Jeolla province. Based on the TOEIC scores the participants, they were divided into three different proficiency groups: basic, intermediate, and advanced. The findings demonstrated that the higher-level students understood the importance of metacognitive knowledge in English listening and speaking better than those of lower level. Furthermore, the advanced students were highly aware of the importance of metacognitive knowledge related to communicative purposes. With regard to the perceived use of listening and speaking strategies, the advanced students revealed more active use of listening and speaking strategies in real communication as well as in their English learning process compared to the other two groups. Based on these findings, pedagogical implications were made.
Abstract
This study explores Korean EFL students’ megacognitive knowledge and perceived use of listening and speaking strategies depending on their levels of English proficiency. For this purpose, this study conducted a survey of 161 students at a university in Jeolla province. Based on the TOEIC scores the participants, they were divided into three different proficiency groups: basic, intermediate, and advanced. The findings demonstrated that the higher-level students understood the importance of metacognitive knowledge in English listening and speaking better than those of lower level. Furthermore, the advanced students were highly aware of the importance of metacognitive knowledge related to communicative purposes. With regard to the perceived use of listening and speaking strategies, the advanced students revealed more active use of listening and speaking strategies in real communication as well as in their English learning process compared to the other two groups. Based on these findings, pedagogical implications were made.
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