외국어 학습 전략 사용과 영어 학업성취도의 관계

• 영문명: The relationship of language learning strategies and English achievements
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 김미래(Kim Mi-Rae) 서천수(Suh Chun-Soo)
• 간행물 정보: 『영어교육연구』제19권 1호, 135~159쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.03.30

영문 초록

  This study aimed to investigate the relationship of languages learning strategies and the vocabulary, listening, reading, listening and reading, and KSAT achievements. This research was done with 130 girls’ high school students who were divided into three groups: low, mid, and high. Data were gathered and analyzed using SPSS ANOVA and regression analysis. The study showed that there are significant differences in the amount of strategy use between low-level students and high-level students in all researched areas, and between mid-level students and high-level students in reading, listening and reading, and KSAT. And, it was found that memory, recognition, and metacognition strategies have highly significant relationships with all level-based groups. Finally, metacognition strategies are the best indicators which will predict the achievement in vocabulary, reading, and listening and reading, and cognition strategy in listening and KSAT. Findings suggested that the use of language learning strategies influences students’ achievement, and that if learners can use learning strategies more and better, their achievements will be improved.

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. 결과 및 논의
Ⅴ. 결론 및 제언
참고문헌
부록 : 언어 학습 전략 사용 설문지 (Oxford, 1990)

키워드

언어학습전략(language learning strategies) 영어학습성취도(English learning achievement) 학습자의 자율성(learner autonomy) 학습성취도의 예측(achievement prediction)