E F L 환경에서의 듣기 책략과 듣기 불안
Listening strategies and listening anxiety in E F L environment.
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Abstract
The purpose of this study was to examine listening strategy use, listening anxiety, and listening proficiency of 367 university students learning EFL in Korea, China and Japan. It also aimed to investigate the relationship among the variables, and the anxiety levels and use of listening strategies in terms of listening proficiency levels. The paper also investigated to what degree listening strategy and listening anxiety could predict listening proficiency. The data analyzed through ANOVA, Pearson product-moment correlations, and multiple regression analysis revealed that: 1) the three groups with the same score on the listening task showed different scores on the TOEIC L/C, 2) the three groups’ use of listening strategies was significantly different, with the Chinese the highest, and the Japanese the lowest, 3) the three groups’ listening anxieties were also significantly different, with the Korean the highest, and the Chinese the lowest, 4) listening strategy use had a positive relationship with listening proficiency, whereas listening strategy use had a negative relationship with listening anxiety, 5) both the students’ use of listening strategies and listening anxiety, assessed in terms of listening proficiency levels, were linear, and 6) listening strategy was the predictor for Koreans’ listening proficiency while listening anxiety was a better predictor than listening strategy for Chinese and Japanese students. Pedagogical implications of the findings and future research areas were also suggested.
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