초등학생의 영어능력 수준별 효과적인 학습전략

Effective Learning Strategies for Different Proficiency Levels of Elementary School Students

  The purpose of this study was to analyze the effect of SBI (Strategies Based Instruction) on English learning strategies use and overall achievement of elementary school students. In this study, data was collected from a 5th-6th grade sample of elementary students in Seoul, Korea(N=139). Strategy uses were measured by using research questionnaires. Students were divided into 3 groups based on listening test scores. These groups were designated as high, middle, and low level English listening proficiency. The results were analyzed by descriptive statistics, paired-sample t test and an ANOVA. The major findings are as follows. First, the most frequently used learning strategy was an affective one, followed by metacognitive strategies, compensatory strategies, cognitive strategies, and social strategies, in that order. The middle and low level group used the memory strategy least. Second, SBI significantly affects the middle group"s strategies use except memory strategy. SBI positively affects the low level group students" metacognitive and cognitive strategies use. Third, the correlation between listening proficiency and strategies use is relevant. The SBI can have a positive effect on listening proficiency and lower the anxiety level of middle level students. Fourth, students can practice using strategies regardless of English proficiency, but the results of this study found that low and middle level students used different strategies than the high level students. On the basis of these findings, it can be suggested that the SBI may contribute to the improvement of students" strategy use and increase listening proficiency. Students can be practiced strategies even high proficiency group didn"t use them highly.