듣기과제 유형이 영어학습자의 학문목적 듣기텍스트 이해 및 표출하기에 미치는 영향

The effects of listening task types on Korean college students’ comprehension and production of an academic listening text

Little research has been conducted on what kinds of listening tasks are effective, although listening tasks can play a vital role in developing EFL learners’ listening. The aim of this study, therefore, is to investigate what type of listening task is effective in enhancing Korean college students’ comprehension and production of an academic listening text. The participants of the study were 38 female university students who look an English listening course. They were classified into two groups: a gap-completion group and a listening-based voice recording group. Major findings of the study indicated that the listening-based voice recording group outperformed the gap-completion group on a dictation test while the latter outperformed the former on a summarizing test. Second, the interaction effect of listening proficiency and listening task type was observed, which indicates different listening tasks should be chosen in accordance with learners’ listening proficiency level. Third, the participants of the listening-based voice recording group showed more positive attitudes toward the listening task than those of the gap-completion group. Futhermore, the listening-based voice recording task proved to be more effective in inducing the participants to spend more time in accomplishing the listening task and repeatedly listen to the text by self-monitoring and self-correcting their recordings. It is proposed that the listening-based voice recording task newly attempted by the study can be used as an alternative task for college students’ academic listening. Some pedagogical suggestions and practical application in conjunction with technology-based listening learning are made.