학습 전략 의식화가 대학생 영어 청해 능력에 미치는 영향

Effects of learning strategy awareness-raising on university students" English listening comprehension

  The purpose of this study was to examine the effects of learning strategy awareness on university students" English listening skills development The researcher taught English listening to two groups of university students in the falls of 1999 and 2000 respectively. Both groups used the same strategy-based textbook, but were treated with different degree of learning strategy awareness. Oxford"s (1990) SILL was administered to both groups in the beginning of the semester. The former group was not given feedback on the results of the SILL survey, and was not encouraged to share their strategies with others while the opposite was true of the latter group. Both groups were asked to submit two self-reports of personal listening strategy development during the semester. TOEIC listening Part B and Part C were used as pre- and post-test comparison. Results of the study are as follows: First, there was no significant gender difference in the use of learning strategy. Second, subjects who showed much progress in listening comprehension used more affective, social, and compensation strategies rather than memory or cognitive strategies. third, strategy awareness in the affective domain seemed to have more influence on the development of listening skills than strategy awareness in the cognitive domain.