• 영어어문교육
• /
• 제17권1호
• /
• pp.165-190
• /
• 2011

This research investigates listening strategies and the relationship between the employment of strategy and listening proficiency of Korean EFL middle school students. One hundred and four middle school students (N = 104) participated in this study and their strategy use was assessed through a questionnaire adapted from Oxford's (1990) SILL and O'Malley and Chamot (1990). To measure listening proficiency, the English Listening Ability Test designed by 15 city and provincial offices of education in Korea was used. The results show that students employed a moderate use of strategies; compensation strategies were used most frequently and metacognitive strategies were used the least frequently. Significant differences were found in the use of implicit strategy among different listening proficiency groups, but not in their use of behavioral strategy. Furthermore, there were significant differences in the use of implicit memory, cognitive and compensation strategies among groups of students with different listening proficiencies, but not in their use of metacognitive strategy. The results from multiple regression analysis indicate that implicit strategy use could play an important role in listening comprehension. The findings suggest the need for additional research to explore the effect of listening strategy training for English language learners.

• 영어어문교육
• /
• 제12권2호
• /
• pp.195-214
• /
• 2006

This study examines the effects of Internet-based English practice on listening and reading. Out of a total of 16 students who took part in pre- and post-tests, 11 who had frequently practiced listening and reading on the Internet showed greater improvement in these skills than the 5 who had practiced less. The findings also suggest that summarization of listening and reading on the Internet was useful as it made students concentrate specifically on the content. This study suggests that English language teachers use a bulletin board to complement the use of Internet sites for listening and reading practice outside of the classroom in an EFL context.

• 영어어문교육
• /
• 제1호
• /
• pp.109-127
• /
• 1995

Due to frequent international exchanges, there has been much emphasis on communication proficiency in foreign language education. However, when we look back upon teaching English in Korea over past years, we find that English teaching has been dominated mainly by Grammar-Translation Method, which makes teachers and students pay little attention to listening skill that is regarded as the basis of communication proficiency. Recently many English teachers have shown their interest in listening skill, so they come to use the textbook record tapes to improve listening skill. But listening training by textbook record tapes seems to make students feel bored. So the purpose of this study is to suggest an effective way of improving listening skill by means of Pop Songs that the students are indulged in. The processes of this study consist of three stages : 1) listening to songs, 2) explanation about structures and vocabularies in songs, 3) filling in blanks while listening. The subjects in this study are freshmen 88 students in girls' High School They are grouped into two : one is experimental group and the other control group. Among the subjects, the former have been taught by the lesson plan using pop songs, while the latter by the lesson plan using textbook record tapes. The experiment lasts about 9 months (from March to November, l994) The data for analyzing the study results have been collected from two kinds of tests : one is listening test and the other comprehensive test. The hypothesises of this study areas follows : 1) Depending on hearing materials (experimental material vs traditional material), there will be a difference in scores of listening skills between EG (experimental group) and CG (control group), 2) Depending on the interest on pop songs, there will be a difference in scores of hearing skills in CG, 3) Depending on hearing material. there will be a difference in scores of overall English skills between EG and CG, 4) Improvement in listening skill will give influence on the overall English scores. The findings of this study indicate that pop songs are effective to improve students' listening skill, that students' interest in the hearing material is important, and that listening skill is closely related to other skills, especially reading skill. It can be concluded that English teachers should make efforts to find the suitable listening materials which will help students to improve their listening proficiency effectively.

• 디지털융복합연구
• /
• 제15권4호
• /
• pp.451-459
• /
• 2017

언어학습 도구로서 스마트폰은 강의실 밖과 비교했을 때 수업시간에 활용되는 경우는 흔하지 않다. 따라서 본 연구의 목적은 영어 듣기의 수업 활동에서 스마트폰의 유용성을 파악하는 것이다. 71명의 학생들이 한 학기 동안 Practical English Listening and Reading 과목에서 개별적으로 스마트폰을 이용하여 듣기 활동을 하였다. 학기 말에 학생들은 스마트폰 활동에 관한 10문항의 설문에 응답하였다. 설문을 분석한 결과 스마트폰을 이용한 듣기 활동은 학생들의 영어 듣기에 대한 흥미를 유발하였으며 개인별 맞춤 학습으로서 듣기 능력을 향상시키는 효과를 가져왔다. 그런데 스마트폰이 지닌 다른 기능들이 학생들의 듣기 활동을 방해한다는 사실이 스마트폰 활용의 가장 큰 단점으로 나타났다. 이를 해결하기 위해 듣기 활동을 모두 스마트폰 활동으로 할 것이 아니라 강의실 컴퓨터를 사용한 전체 활동도 병행할 것을 제안한다. 학생들이 원하는 혼합율은 50대 50 이었다. 학생 집단의 수준에 따라 그 혼합율은 달라질 수 있을 것이다. 이러한 연구결과는 디지털 융합 영어학습을 활성화하는데 기여할 것이다.

• 음성과학
• /
• 제11권3호
• /
• pp.55-68
• /
• 2004

The purpose of this experimental study is to investigate the relationship between English pronunciation and listening comprehension of English diphthongs and low vowels of Korean college students from the Chungnam and Gyungnam provinces. Of 22 test sentences for listening comprehension, 15 sentences were recorded by native speakers and seven sentences were edited from Springboard by Oxford University Press. For the listening comprehension test, 90 subjects from two groups, Chungnam dialect speakers and Gyungnam dialect speakers, were selected. They listened to 22 sentences produced by audio cassette tape and completed a cloze exercise. By the results of this experiment, we observed that Korean collegians of Gyungnam province showed a better listening comprehension of words including front low vowels when they preceded voiced sounds than those of Chungnam province. When the back low vowel came in an open syllable, we also recognized the same result; Gyungnam province collegians showed better listening comprehension of words including back low vowels than those of Chungnam province. As the results of Hee-Suk Park & Jung-Soak Kim(2003) showed that Gyungnam province collegians pronounced the English low vowels longer than Chungnam province collegians, we discovered that there was a positive relation between English pronunciation and listening comprehension, especially in Gyungnam province collegians. However regarding words including English diphthongs we discovered almost no relation between English pronunciation and listening comprehension.

• 영어어문교육
• /
• 제18권1호
• /
• pp.153-169
• /
• 2012

This study reviews an English enhancement course implemented for medical and nursing college students of 2011 to improve their standardized English test scores. A total of 117 first-year students underwent the pre-test and the post-TOEIC in November 2011. After the pre-test, lectures on listening enhancement strategies and problem solving tactics on reading comprehension were supplemented with 4 times of enhancement-tests. Their pre- and post-TOEIC results were compared to see if such enhancement strategies were effective to improve their TOEIC scores. It was further to investigate, through survey questionnaires, how the subjects felt about a number of pre-test-type TOEIC exercise with what-to-listen and how-to-infer listening strategies and pattern-drill practices for reading comprehension. It was found that the scores of listening comprehension improved significantly for both major students whereas reading scores showed slight decrease among nursing majors. It is concluded that administering numerous pre-test-type-TOEIC exercise is effective for students to improve their listening scores supplemented with listening strategies Also, students' response showed positive toward the enhancement course.

• 영어어문교육
• /
• 제16권3호
• /
• pp.231-251
• /
• 2010

This study was designed to identify students' perceptions and attitudes towards dictation practice in English listening classes and investigate the relationships among 5 factors with regard to dictation practice: participation, usefulness, interest, motivation, and confidence. For the study, the research was implemented for 15 weeks with 41 Korean university students. The subjects had dictation practice in their English listening classes on a regular basis for one semester. At the end of the semester, a questionnaire was used to find out students' perceptions and attitudes towards dictation practice. For the analysis of the subject's responses, first, a descriptive analysis was administered. After that, a correlation analysis was done to explore what the relations among 5 factors were. Results indicated that most students actively participated in the class, and they regarded dictation as a very useful practice in their listening classes. Also, the dictation practice motivated students not only for English listening but also for overall English studying. However, more than two third students showed low interest and confidence in the class. As for the correlations among 5 factors, there were very strong correlations between usefulness and motivation, usefulness and confidence, interest and motivation, interest and confidence, and confidence and motivation. Based on the results, some implications were presented and some guidelines for effective dictation practice were suggested.

• 영어어문교육
• /
• 제3호
• /
• pp.43-54
• /
• 1997

According to Asher(1972) listening skill must be taught before any other skills. Despite such an importance of listening skill, listening tests taken at the secondary schools depend on simple multiple choice method. So more various method such as Task-Based Listening Test need suggesting. This study aims at (1) three step listening material development (2) and advancement of listening ability through the materials.

• 영어어문교육
• /
• 제15권3호
• /
• pp.129-150
• /
• 2009

This paper attempts to examine the effect of children's English stories on the development of Korean EFL primary school learners' listening and speaking competences and their motivation to learn English. This paper also discusses factors of English children's stories that make EFL learners' language learning efficient. Participants were 120 primary school students who attend one of the elementary schools in Chungnam province. They were randomly chosen and divided into two groups: experimental and control groups. In order to collect data, students' listening and speaking proficiency pre- and post-tests and the pre- and post-questionnaires regarding the participants' motivation to learn English were administered. The data were analyzed by ANOVA. The results indicate that the application of English children's stories to EFL learning settings can be an efficient way to improve EFL learners' listening and speaking competences and motivation to learn their target language. The findings of this study suggest that English children's stories provide language learners with interest, meaningful and authentic contexts and enjoyment. The pedagogical suggestion and implications are provided for EFL educators and teachers.

• 영어어문교육
• /
• 제17권1호
• /
• pp.101-124
• /
• 2011

This paper investigated the relationships among Korean EFL learners' listening anxiety, listening strategy use, and listening proficiency. One hundred and forty four Korean college students who were enrolled in the required practical English classes participated in this study. Questionnaires related to students' listening strategy use and listening anxiety were administered and a TOEIC listening comprehension test was given to measure the students' listening proficiency. The one-way ANOVA was used to analyze the data. The findings of this study are that the students' listening performance is positively correlated with their strategy use and negatively correlated with their anxiety level, and their strategy use is negatively correlated with their anxiety level. The results suggest that successful learning will occur when anxiety is reduced and when the use of strategies is encouraged more often. The pedagogical implications for EFL educators and teachers are described.