듣기책략 교수.학습방법이 초등학교 학생들의 듣기능력 및 책략 사용에 미치는 영향

• 영문명: The effect of listening strategy instruction on listening comprehension and strategy use of elementary students
• 발행기관: 한국초등영어교육학회
• 저자명: 최연선(Choi, Yeonsun) 맹은경(Maeng, Unkyoung)
• 간행물 정보: 『초등영어교육』제16권 3호, 123~146쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.12.30

영문 초록

The goal of this study is to investigate the effect of listening strategy instruction on listening ability and the use of listening strategy of elementary school students. 63 elementary students were participated in this study. PELT assessment and listening strategy questionnaires were used to collect the data and independent samples t-test, paired t-test, and Pearson correlation were used to analyze the data. The results of the study indicate the effect of the explicit instruction of cognitive, metacognitive and affective listening strategies on elementary school students’ listening comprehension and their use of listening strategies. First, the scores of listening comprehension and overall listening strategy of experimental group increased significantly. Second, the scores of cognitive, metacognitve, affective, top-down, and bottom-up strategies of experimental group also increased significantly through this explicit listening strategy instruction.

목차

I. 서론

II. 이론적 배경

III. 연구 방법

IV. 연구결과 및 논의

V. 결론

키워드

듣기책략 지도 인지책략 초인지 책략 정의적인 책략 듣기 능력 listening strategy instruction cognitive strategy metacognitive strategy affective strategy listening ability