영어 말하기 학습 전략에 관한 연구
A study on English speaking learning strategies.
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The main purpose of this paper is to investigate whether there are significant differences in EFL junior college students’ use of English speaking learning strategies between the highly achieved group and the less achieved group in native speaker’s classes. In this study, a questionnaire on English speaking learning strategies was administered and 157 junior college students participated in the survey. The main findings are as follows: 1. The students in the highly achieved group used learning strategies significantly more than those in the less achieved group. 2. Among the six categories, cognitive strategies were most frequently used by both groups. The learning strategy of participating actively in a native speaker’s class was most frequently used by students. However, both groups avoided the social strategies. 3. Highly achieved students in native speaker’s classes scored higher in TOEIC.
Abstract
The main purpose of this paper is to investigate whether there are significant differences in EFL junior college students’ use of English speaking learning strategies between the highly achieved group and the less achieved group in native speaker’s classes. In this study, a questionnaire on English speaking learning strategies was administered and 157 junior college students participated in the survey. The main findings are as follows: 1. The students in the highly achieved group used learning strategies significantly more than those in the less achieved group. 2. Among the six categories, cognitive strategies were most frequently used by both groups. The learning strategy of participating actively in a native speaker’s class was most frequently used by students. However, both groups avoided the social strategies. 3. Highly achieved students in native speaker’s classes scored higher in TOEIC.
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