The Use of Listening Strategies among Korean Elementary Students

• 영문명: The Use of Listening Strategies among Korean Elementary Students
• 발행기관: 한국영어어문교육학회
• 저자명: Unkyoung Maeng
• 간행물 정보: 『영어어문교육』영어어문교육 제12권 제3호, 25~49쪽, 전체 25쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2006.09.01

영문 초록

  Though a large amount of research concerning listening strategies has been conducted, the strategic behaviors of younger students in this area have received less attention. This study is a follow up study of an earlier case study by the author (2006). The purpose of this study is to verify what listening strategies Korean elementary learners use in a general L2 listening situation. 213 elementary students participated in this study, and a listening strategy questionnaire was used. ANOVA, MANOVA, Correlation and Multiple Regression Analysis were used to interpret the data. The results of this study reveal that younger participants used all four types of listening strategies, cognitive, compensation, metacognitive and affective, fairly often; however, the results also show that they differ in how frequently they use each strategy according to their listening proficiency. Overall, highly proficient learners use more strategies compared to less proficient learners. High proficiency learners use compensation strategies most and cognitive strategies least. Low proficient learners use affective strategies most and compensation strategies least. Moreover, the results showed no significant grade- or gender-related strategic behaviors, and also showed that L2 listening proficiency can be a significant predictor of strategic behavior of young learners. 12% of the variance in L2 strategic behaviors was attributable to L2 listening proficiency.

목차

영어 초록
Ⅰ. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. METHOD
Ⅳ. RESULTS AND DISCUSSION
Ⅴ. CONCLUSION
REFERENCES
APPENDIX
저자소개

키워드

listening strategies listening proficiency gender grade 듣기 전략 듣기 능숙도 성 점수