The Pedagogical and Psychological Effects of Listening Strategy Training and Using Movies as Materials
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The purpose of this study is to describe strategy training which is designed to introduce unfamiliar listening strategies to Korean college students and examine its pedagogical and psychological effects from various perspectives. It also tries to describe movies as effective instructional tools for EFL listening strategy training. Integrated and informed listening strategy training was carefully implemented in this study in order to develop the students' listening strategies and skills. The strategies taught included metacognitive, cognitive, and social/affective strategies. The result of the data collected, including guided self-evaluation journals, showed that strategy training was successful in terms of the development of the students' listening strategies and skills, the transfer of the strategies, and the students' attitudes toward the training. Students' attitudes toward the strategy training were very positive. The acquisition of metacognitive strategies turned out to be effective in creating autonomous language learners who could continue studying English on their own. This study illustrated the active role of learning strategies in foreign language acquisition. It also showed the effectiveness of strategy training in listening comprehension.
Abstract
The purpose of this study is to describe strategy training which is designed to introduce unfamiliar listening strategies to Korean college students and examine its pedagogical and psychological effects from various perspectives. It also tries to describe movies as effective instructional tools for EFL listening strategy training. Integrated and informed listening strategy training was carefully implemented in this study in order to develop the students' listening strategies and skills. The strategies taught included metacognitive, cognitive, and social/affective strategies. The result of the data collected, including guided self-evaluation journals, showed that strategy training was successful in terms of the development of the students' listening strategies and skills, the transfer of the strategies, and the students' attitudes toward the training. Students' attitudes toward the strategy training were very positive. The acquisition of metacognitive strategies turned out to be effective in creating autonomous language learners who could continue studying English on their own. This study illustrated the active role of learning strategies in foreign language acquisition. It also showed the effectiveness of strategy training in listening comprehension.
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