학습자 영어 수준과 듣기 문항 유형의 차이에 따른 고등학생들의 영어 듣기 전략 사용

This study examined if Korean high school students’use of English listening strategy would vary according to their proficiency and listening item type. For data collection, 136 high school students were asked to respond to a background information questionnaire, a strategy inventory for listening, an open-ended questionnaire with different types of listening items, and a Likert scale measuring item-specific strategy use. Ten English listening items were taken from three mock SATs and each item type was presented with the questionnaires. The students were asked to solve the questions and then respond to the questionnaires after completing each question. The most frequently used strategy was found to be a compensation strategy. Their strategy use, however, differed according to item types. For questions that measured factual comprehension, they tended to use the compensation strategy. In contrast, for questions asking for inferential comprehension, they used a memory strategy, with which they focused on core information in the listening input. It is notable that they used a cognitive strategy for a question that required some computation. The learner strategy use was also found to be different according to their proficiency level. Learners in the high proficiency group were found to use memory and cognitive strategy more frequently than their counterparts. These findings imply the need for encouraging students to use more varied types of strategies while listening.