섀도잉과 받아쓰기가 한국 대학생들의 영어 듣기 능력과 영어 듣기 불안에 미치는 영향

Abstract

ABSTRACT

The Effects of Shadowing and Dictation on the English Listening Comprehension and Anxiety of Korean EFL College Students

Soon Hyun Myung Advisor: Kyung Ja Kim, Ph.D. Major in English Language Education Graduate School of Education, Chosun University

The purpose of the study was to investigate the effects of the shadowing and dictation on the English listening proficiency and the foreign language listening anxiety of Korean EFL college students while learning English listening. A total of 131 Korean EFL college students participated in the survey. The participants are divided into two groups: the listening with shadowing and dictation group (experimental group) and the non-shadowing and dictation group (control group). The experimental group was divided into two sub-groups in terms of their listening ability: the high and the low proficiency groups. All of the participants attended the four weeks of study sessions and took Test of English for International Communication (TOEIC) and completed Foreign Language Listening Anxiety Scale (FLLAS) questionnaire both at the beginning and the end of the treatment. The results showed that there was an improvement among the experimental group who studied listening with shadowing and dictation techniques. Regardless of their listening proficiency level (high and low), there was a statistically significant improvement among the students in the experimental group. However, there was a decrease in the listening score of the control group. In addition, the results indicated that the students’ listening anxiety increased in both experimental and control groups. To be more precise, there was statistically significant that experimental group had a significantly higher level of listening anxiety than the control group after completing the study program. The findings showed that shadowing and dictation tasks brought a positive effect on learners’ English listening comprehension. However, the effects of shadowing and dictation methods on the learners’ English listening anxiety can be translated differently for each group. In other words, it could be regarded that it was the facilitative anxiety which played a role among the students from the experimental group whereas it might be a debilitative anxiety for those in the control group. Based on the study results, teaching implications are suggested to help teachers design lessons by utilizing shadowing and dictation activities and learners develop their listening ability and lower listening anxiety.