영어듣기전략과 학습유형이 영어청해에 미치는 영향

Abstract

The purpose of this dissertation is to investigate 1) listening strategies used by college students, 2) the differences in listening strategies between two groups differing in gender, 3) the differences in listening strategies according to listening proficiency among three groups determined by listening scores, 4) the effects of different listening strategies on English listening ability, 5) the differences in listening proficiency according to English learners‘ learning styles, and finally, 6) the effects of listening strategies and learning styles on listening proficiency. The participants in this study are 148 college students. Listening strategy use was assessed through Oxford's (1990) self-report questionnaire on listening strategies. Learning style was surveyed with the Kinsella (1993) learning styles inventory, and English listening comprehension ability was determined by the TOEIC test. Major findings of this study are: First, college English learners used affective strategies (M=3.19 most frequently of the six strategies, while compensation strategies (M=2.64) were used least frequently of the strategies. Second, there was a significant difference in listening strategies (except for cognitive strategies) between the two gender groups. Both groups used affective strategies most frequently of the six strategy classifications. However, male group used cognitive strategies (M=2.64) least frequently of the strategy types, while female group used affective strategies (M=2.59) least frequently. Third, there was a significant difference in listening strategies among the three groups divided according to listening proficiency. The group highest in proficiency (M=2.1) used listening strategies most frequently of the three groups and the group lowest in proficiency (M=1.1) used them least frequently. Fourth, there was a significant difference in listening proficiency among the three groups divided according to use of listening strategies. The group that used listening strategies most frequently of the three groups was the highest group in proficiency (M=2.5), while the group that used listening strategies least frequently was the lowest group in proficiency (M=2.2). Fifth, there was no significant difference in listening proficiency among the three groups divided according to learning styles. The auditory group was the highest group in listening proficiency (M=1.91) and the tactile group was the lowest group in listening proficiency (M=1.76). Lastly, within the visual and auditory groups, those that used listening strategies most frequently were the highest in proficiency. However, within the tactile group, the group that used listening strategies moderately was the highest group in proficiency. There were no significant interactions between learning styles and listening strategies. This study shows that students' listening ability was strengthened and motivated by listening strategies and by appropriate learning styles in listening practice. It is also necessary for English teachers to take into consideration students' listening strategies and learning styles in their listening classes. Further studies of an in-depth nature need to be conducted, considering the limitations of this study in terms of participants and procedures.