학습자의 선험지식이 영어듣기 이해에 미치는 영향

Abstract

The purpose of this study is to investigate the effect of the learner's background knowledge on English listening comprehension. The subjects for this study are 100 high school students. The subject of first group 35 in the first grade, second group 35 in the second grade, third group 30 in the third grade of high school. This study was designed to investigate the following questions; (1) Does background knowledge affect on the English listening comprehension? (2) Does the grades(first, second, third) affect on English listening comprehension? (3) Do the effect of background knowledge vary with the grades? In regard to the first research question, the results of the between-within analysis of variance clearly indicate that background knowledge affected English listening comprehension. Addressing the second question, the analysis of variance demonstrated that grades variable was not significant. The means of grades revealed that there is no consistent increase in comprehension scores across the three levels. Finally, with regard to the third research question, the data analysis indicated no interaction between the two independent variables, background knowledge, ground. Background knowledge emerged as a powerful factor at all grades included in this study.