듣기 전략 훈련이 대학생의 토익 문항별전략 사용에 미치는 영향
Effects of listening strategy training on college students’ listening strategy use depending upon the item types of TOEIC
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The purpose of the current study is to investigate the effects of listening strategy training on EFL learners’ listening strategy preference and use depending upon the item types of TOEIC. For this study 229 college freshmen were divided into two groups: experimental (116) and control (113). The experimental group was trained with selected listening strategies that corresponded with the item types of TOEIC listening test. The control group was engaged in a traditional question-solving activity without explicit strategy training. The findings are as follows: 1) the listening strategy training influenced the learners’ strategy preference and use; 2) the experimental group showed different strategy use depending upon the strategy type (metacognitive strategy, cognitive strategy, and affective strategy); 3) the strategy training had different effects on the learner’s strategy use according to their listening ability and the item type. The findings indicate that listening strategy training tailored for EFL learner’ specific purposes of listening is conducive to the improvement of their English listening strategy use.
Abstract
The purpose of the current study is to investigate the effects of listening strategy training on EFL learners’ listening strategy preference and use depending upon the item types of TOEIC. For this study 229 college freshmen were divided into two groups: experimental (116) and control (113). The experimental group was trained with selected listening strategies that corresponded with the item types of TOEIC listening test. The control group was engaged in a traditional question-solving activity without explicit strategy training. The findings are as follows: 1) the listening strategy training influenced the learners’ strategy preference and use; 2) the experimental group showed different strategy use depending upon the strategy type (metacognitive strategy, cognitive strategy, and affective strategy); 3) the strategy training had different effects on the learner’s strategy use according to their listening ability and the item type. The findings indicate that listening strategy training tailored for EFL learner’ specific purposes of listening is conducive to the improvement of their English listening strategy use.
참고문헌 (47)
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