영어숙달도와 학습전략간의 관계연구

Abstract

The purpose of this study is to investigate the use of language learning strategies of Korean high school students and the relationship between English proficiency and language learning strategy. Language learning strategies were measured by Strategy Inventory for Language Learning(SILL). Participants were 127 students from 2 high schools in Gwang-ju. The major findings are as follows: (1)There was a meaningful co-relationship among the language learning strategies and metacognitive strategy had the most strong co-relationship with other strategies. (2)There was a significant difference in the students' English proficiency according to the use of language learning strategies. (3)There was no significant difference in the use of language learning strategies according to sex but there was a significant difference according to students' proficiency level. These findings suggest that the use of learning strategies is closely correlated with students' English proficiency level and that effective use of these strategies play an important role in the process of successful English learning. Therefore active use of learning strategies should be encouraged to help students to become more independent and self-directed, and to participate in English learning more effectively.