중학생의 영어 듣기 능력에 영향을 미치는 방해 요인 분석
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The purposes of the current study are to find out obstacles middle school students face when listening to English and to analyze influences, if any, of the obstacles on the students’ dealing with listening test items. To fulfill the purposes, 88 middle school students were asked to respond to questionnaires of 17 selected obstacles in listening to English as well as general English-related information; and analysis was carried out on the relationship between the obstacles and the students’ response to the test items. According to the results, the main obstacles in English listening were “not knowing vocabulary,” “speed of the listening material,” “not understanding the liaison,” “confusing information,” “lacking knowledge of English colloquial language,” “not knowing idiomatic expressions,” “not being used to native speakers’ pronunciation,” and “not understanding the unstressed parts of the words and sentences,” reported by more than 50% of the students. In addition, it was found that the obstacles exerted some influences on the students’ responding to the test items. The pedagogical implication is followed.
Abstract
The purposes of the current study are to find out obstacles middle school students face when listening to English and to analyze influences, if any, of the obstacles on the students’ dealing with listening test items. To fulfill the purposes, 88 middle school students were asked to respond to questionnaires of 17 selected obstacles in listening to English as well as general English-related information; and analysis was carried out on the relationship between the obstacles and the students’ response to the test items. According to the results, the main obstacles in English listening were “not knowing vocabulary,” “speed of the listening material,” “not understanding the liaison,” “confusing information,” “lacking knowledge of English colloquial language,” “not knowing idiomatic expressions,” “not being used to native speakers’ pronunciation,” and “not understanding the unstressed parts of the words and sentences,” reported by more than 50% of the students. In addition, it was found that the obstacles exerted some influences on the students’ responding to the test items. The pedagogical implication is followed.
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