EFL 듣기 과정에서의 상위인지 자각과 학습책략
Metacognitive awareness and learning strategies in EFL listening process.
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Metacognitve awareness has been referred as an important factor in the effective process of EFL/ESL listening in many studies. Metacogntion consists of two aspects; knowledge about cognition and the executive or regulatory function. A successful learner seems to know what a learning strategy is, and how to use that strategy to improve his/her learning process, and whether or not a certain strategy is working effectively. If a learner is not aware of when a problematic situation happens in the learning process and what he or she can do to fix it, he/she can not take any remedial action. Therefore, this study investigated metacognitive awareness of EFL learners in the listening process. It showed that there existed a significant relationship between listening ability and metacognitive awareness. Also, this study focused on the variety of strategies used by EFL learners in the listening process. It revealed that listening ability is significantly related with types of learning strategies used by a learner in the listening process. Especially, successful learners used more direct strategies than indirect strategies suggested by Oxford(1990). In conclusion, this study showed the appropriate instruction of developing metacognitive awareness of EFL learners and the well-structured training of improving learners' use of effective strategies are needed.
Abstract
Metacognitve awareness has been referred as an important factor in the effective process of EFL/ESL listening in many studies. Metacogntion consists of two aspects; knowledge about cognition and the executive or regulatory function. A successful learner seems to know what a learning strategy is, and how to use that strategy to improve his/her learning process, and whether or not a certain strategy is working effectively. If a learner is not aware of when a problematic situation happens in the learning process and what he or she can do to fix it, he/she can not take any remedial action. Therefore, this study investigated metacognitive awareness of EFL learners in the listening process. It showed that there existed a significant relationship between listening ability and metacognitive awareness. Also, this study focused on the variety of strategies used by EFL learners in the listening process. It revealed that listening ability is significantly related with types of learning strategies used by a learner in the listening process. Especially, successful learners used more direct strategies than indirect strategies suggested by Oxford(1990). In conclusion, this study showed the appropriate instruction of developing metacognitive awareness of EFL learners and the well-structured training of improving learners' use of effective strategies are needed.
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