대학생들의 태도와 듣기전략이 영어 듣기 숙달도에 미치는 영향
Effects of Attitudes and Listening Strategies on English Listening Proficiency
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초록
The purpose of this study is to investigate whether there are differences in English listening proficiency according to learners' attitudes and listening strategies. The subjects are 103, 42 male and 61 female, university students. Gardner(1985)'s AMTB and Oxford(1990)'s listening strategies questionnaires were administered to measure the learners' attitudes and listening strategies respectively. The learners' English listening proficiency was measured by the score from TOEIC listening actual test. And to examine the study questions, the collected data were analyzed by t-test and one-way ANOVA. The results of this study showed that there were gender differences significantly in attitudes toward Americans and there were no significant differences in listening proficiency according to learners' attitudes. But there were no gender differences in use of listening strategies. The male and the female students used the affective strategy more frequent than any other strategies. And there were statistically significant differences in listening proficiency according to the use of compensation, metacognitive and affective strategies among three groups. Further studies need to be conducted considering the limitations of this study in terms of its instruments and subjects.
Abstract
The purpose of this study is to investigate whether there are differences in English listening proficiency according to learners' attitudes and listening strategies. The subjects are 103, 42 male and 61 female, university students. Gardner(1985)'s AMTB and Oxford(1990)'s listening strategies questionnaires were administered to measure the learners' attitudes and listening strategies respectively. The learners' English listening proficiency was measured by the score from TOEIC listening actual test. And to examine the study questions, the collected data were analyzed by t-test and one-way ANOVA. The results of this study showed that there were gender differences significantly in attitudes toward Americans and there were no significant differences in listening proficiency according to learners' attitudes. But there were no gender differences in use of listening strategies. The male and the female students used the affective strategy more frequent than any other strategies. And there were statistically significant differences in listening proficiency according to the use of compensation, metacognitive and affective strategies among three groups. Further studies need to be conducted considering the limitations of this study in terms of its instruments and subjects.
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