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Effects of Strategy Instruction on Korean Middle School Students EFL Listening: Focusing on Learner Proficiency and Listening Text Types
DC Field | Value | Language |
---|---|---|
dc.contributor.advisor | 안현기 | - |
dc.contributor.author | 유수연 | - |
dc.date.accessioned | 2017-07-19T02:29:54Z | - |
dc.date.available | 2017-07-19T02:29:54Z | - |
dc.date.issued | 2013-08 | - |
dc.identifier.other | 000000013297 | - |
dc.identifier.uri | https://hdl.handle.net/10371/127557 | - |
dc.description | 학위논문 (석사)-- 서울대학교 대학원 : 외국어교육과(영어전공), 2013. 8. 안현기. | - |
dc.description.abstract | The present study investigates the effects of listening strategy instruction with regard to learner proficiency and types of listening texts. The purpose of this study is to expand our understanding of listening strategy instruction to facilitate more effective foreign language listening in Korean EFL classrooms. This paper proposes three main research questions regarding the following issues: (a) the impact of metacognitive and cognitive listening strategy instruction on Korean EFL learners listening comprehension | - |
dc.description.abstract | (b) the differences in the effects of listening strategy instruction between more proficient and less proficient learners | - |
dc.description.abstract | and (c) the differences in the effects of listening strategy instruction when learners encounter monologue and dialogue texts.
The experiment for this study was conducted at Y Middle School in Seoul, South Korea, during the fall semester in 2012. Four classes from the 9th grade, a total of 180 students, participated in this research and were randomly divided into two different groups, serving as the control group and the experimental group, each with 90 students. Both groups covered the same course materials, followed the same syllabus, and were instructed by the same teacher. The only difference between the two groups was the type of listening instruction. Major findings of the data suggest that listening strategy instruction has a statistically significant impact on Korean EFL students listening skills. In addition, a general tendency shows that more proficient learners were able to use more metacognitive and cognitive strategies while listening to foreign language texts in English. Finally, the effect of strategy instruction is slightly higher when students listen to monologues rather than dialogues, potentially due to the fact that monologue texts are found to be more challenging for EFL learners to comprehend. The results not only provide support to previous studies but also illustrate significant evidence that strategy instruction for language learners can help develop their listening skills. This study is particularly meaningful in that it filled the gap in the academia of L2 listening by providing data in an EFL context in Korea and considering learner proficiency and listening text types as potential variables that may also play a role in successful strategy instruction. | - |
dc.description.tableofcontents | ABSTRACT i
TABLE OF CONTENTS iii LIST OF TABLES v CHAPTER 1 INTRODUCTION 1 1.1 The Purpose of the Study 1 1.2 Research Questions 5 1.3 Organization of the Thesis 6 CHAPTER 2 LITERATURE REVIEW 7 2.1 Learning Strategies: Metacognitive vs. Cognitive 7 2.2 Effects of Listening Strategy Instruction in ESL/EFL 11 2.3 Effects of Learner Proficiency on Listening Strategy Application 19 2.4 Types of Listening Texts: Monologue vs. Dialogue 22 CHAPTER 3 METHODOLOGY 24 3.1 Participants and Setting 24 3.2 Materials 25 3.2.1 Pre-test and Post-test 26 3.2.2 Strategy Instruction 27 3.2.3 Survey 32 3.3 Data Collection Procedures 33 3.4 Data Analysis 35 CHAPTER 4 RESULTS AND DISCUSSION 37 4.1 Effects of Strategy Instruction 37 4.2 Learner Proficiency and the Effects of Strategy Instruction 40 4.2.1 Learner Proficiency and the Frequency and Types of Strategies 42 4.3 Listening Text Types and the Effects of Strategy Instruction 46 4.3.1 Listening Text Types and the Frequency and Types of Strategies 47 CHAPTER 5 CONCLUSION 52 5.1 Summary of Major Findings 52 5.2 Pedagogical Implications 53 5.3 Limitations and Suggestions for Future Research 56 REFERENCES 59 APPENDICES 69 국문초록 93 | - |
dc.format | application/pdf | - |
dc.format.extent | 1175087 bytes | - |
dc.format.medium | application/pdf | - |
dc.language.iso | en | - |
dc.publisher | 서울대학교 대학원 | - |
dc.subject | Listening strategy instruction | - |
dc.subject | Korean EFL learners | - |
dc.subject | listening comprehension | - |
dc.subject | metacognitive strategies | - |
dc.subject | cognitive strategies | - |
dc.subject.ddc | 420 | - |
dc.title | Effects of Strategy Instruction on Korean Middle School Students EFL Listening: Focusing on Learner Proficiency and Listening Text Types | - |
dc.type | Thesis | - |
dc.description.degree | Master | - |
dc.citation.pages | v, 94 | - |
dc.contributor.affiliation | 사범대학 외국어교육과(영어전공) | - |
dc.date.awarded | 2013-08 | - |
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