• Title/Summary/Keyword: Listening Strategy

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Listening Strategy Use of Korean EFL Middle School Students

  • Lee, Jung-Soo
    • English Language & Literature Teaching
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    • v.17 no.1
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    • pp.165-190
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    • 2011
  • This research investigates listening strategies and the relationship between the employment of strategy and listening proficiency of Korean EFL middle school students. One hundred and four middle school students (N = 104) participated in this study and their strategy use was assessed through a questionnaire adapted from Oxford's (1990) SILL and O'Malley and Chamot (1990). To measure listening proficiency, the English Listening Ability Test designed by 15 city and provincial offices of education in Korea was used. The results show that students employed a moderate use of strategies; compensation strategies were used most frequently and metacognitive strategies were used the least frequently. Significant differences were found in the use of implicit strategy among different listening proficiency groups, but not in their use of behavioral strategy. Furthermore, there were significant differences in the use of implicit memory, cognitive and compensation strategies among groups of students with different listening proficiencies, but not in their use of metacognitive strategy. The results from multiple regression analysis indicate that implicit strategy use could play an important role in listening comprehension. The findings suggest the need for additional research to explore the effect of listening strategy training for English language learners.

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Korean EFL Learners' Listening Anxiety, Listening Strategy Use, and Listening Proficiency

  • Kim, Ji-Sun
    • English Language & Literature Teaching
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    • v.17 no.1
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    • pp.101-124
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    • 2011
  • This paper investigated the relationships among Korean EFL learners' listening anxiety, listening strategy use, and listening proficiency. One hundred and forty four Korean college students who were enrolled in the required practical English classes participated in this study. Questionnaires related to students' listening strategy use and listening anxiety were administered and a TOEIC listening comprehension test was given to measure the students' listening proficiency. The one-way ANOVA was used to analyze the data. The findings of this study are that the students' listening performance is positively correlated with their strategy use and negatively correlated with their anxiety level, and their strategy use is negatively correlated with their anxiety level. The results suggest that successful learning will occur when anxiety is reduced and when the use of strategies is encouraged more often. The pedagogical implications for EFL educators and teachers are described.

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The Correlation among Korean Listening Comprehension Ability, Listening Self-efficacy, Listening Strategy, Listening Comprehension Anxiety, and Listening Exposure Time for Thai Korean Learners (한국어 듣기 이해와 듣기 효능감, 듣기 전략, 듣기 불안, 듣기 노출 시간의 상관성 -태국인 한국어 학습자를 대상으로-)

  • Lee, Haiyoung;Park, Jiyeon
    • Journal of Korean language education
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    • v.28 no.3
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    • pp.85-104
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    • 2017
  • The purpose of this study is to explore the effects of listening comprehension ability, self-efficacy, comprehension anxiety, and exposure time on Korean language understanding. In order to achieve our goal, listening examinations and surveys were conducted among 95 students from a university in Thailand, studying Korean language. As a result, it was revealed that the most influential factor on one's listening ability was self-efficacy. In addition, when the correlation between listening self-efficacy and other factors was examined, it was shown that there existed a statistically significant relationship. Particularly, listening comprehension anxiety had the most significant correlation with listening self-efficacy. Similarly, cognitive strategy demonstrated a significant correlation with listening self-efficacy. On the other hand, the effects of self-efficacy and other factors on listening scores such as the degree and types of strategy that students used were also studied. The findings revealed that, in most cases, strategy-intensive group's test results were influenced more by exposure time, while the less intensive group's scores were influenced more by their self-efficacy. Finally, after analyzing the effects of time spent on conversing with friends and watching Korean television on listening self-efficacy, it was discovered that both factors had statistically significant relationships with listening self-efficacy. Through this study, such results can be integrated and applied to education in various ways. The most important part for listening comprehension ability is enhancing self-efficacy and in order to do so, the appropriate education methods should be used to reduce listening comprehension anxiety, stimulate strategy use, and increase listening exposure time.

The effects of using listening comprehension strategies on TOEIC listening comprehension and moderator model (듣기 전략 사용 선호도가 TOEIC 듣기 성취도에 미치는 영향과 매개 변인과의 관계)

  • Lee, Jeong-Ah
    • English Language & Literature Teaching
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    • v.15 no.4
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    • pp.345-364
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    • 2009
  • This study attempts to provide a comprehensive framework for listening strategy use among university students in Korea in relation to TOEIC listening scores. In particular, this study tests whether motivation, based on the self-determination theory, mediates listening strategy use on listening comprehension (LC) process and whether reading comprehension ability moderates the use of listening strategy in LC achievement. One hundred seventy six freshmen students participated in the study during their first semester required English course. Self-report questionnaires were used to assess students' motivation and LC strategy use. The responses were statistically analyzed via the moderator and mediator model. The results indicate that internalized motivation mediates the use of listening strategy in LC achievement; however, reading comprehension skill doesn't affect students' use of listening strategies in relation to listening skill achievement. In other words, students who have internalized motivation were able to utilize listening strategies effectively in terms of achievement of the TOEIC listening skills. The findings of the current study offer in-depth understanding of the relationship among use of LC strategies, intrinsic motivation, and listening skill achievement shared by the mediator and moderator models.

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The Effects of Dictation Practice in English Listening Classes

  • Nam, Eun-Hee;Seong, Myeong-Hee
    • English Language & Literature Teaching
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    • v.15 no.4
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    • pp.177-197
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    • 2009
  • This study investigated the effects of dictation practice, in terms of listening proficiency and the use of listening strategy. The research was implemented for 15 weeks with 89 freshmen and sophomores at a Korean university. The subjects were divided into an experimental group and a control group. All conditions were the same in both groups, except that the experimental group had dictation practice on a regular basis in their listening classes through one semester. For the purpose of the study, two research questions were set; 1) Does dictation practice improve listening proficiency? 2) What are the differences in the use of listening strategies between the two groups? Does dictation practice make the participants use different listening strategies? A sample TOEIC listening test was conducted as a pre-test and post-test. A questionnaire was used to find out the differences in the use of listening strategies between the two groups. The results of this study reveal that there was no statistically difference in improvement between the two groups; however, the experimental group scored much higher on the post-test than the pre-test compared with the control group. In regard to listening strategies, among 6 listening strategies, the use of metacognitive listening strategies had a significant difference between the two groups. On the basis of the results, the study suggested some guidelines for dictation practice in EFL listening classes and called for more studies on its effects.

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A Study on the Aspect of Francophone Korean learners' Use of Listening Strategies (프랑스어권 학습자의 한국어 듣기 전략 사용 양상 연구)

  • Yoon, Saerom;Jang, Younjung
    • Journal of Korean language education
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    • v.29 no.3
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    • pp.145-163
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    • 2018
  • The purpose of this study was to identify the necessity of research for increasing French language learners and to examine their use of listening strategies according to their proficiency as a basic study for their continuous learning and communication skills. In the case of French language Korean learners, both the beginner and intermediate learners used the upper cognitive strategy most frequently. However, the cognitive strategy, which has been mentioned as a frequently used strategy in previous studies, was found to be the least used in this study. This finding can be attributed to differences in mores and mastery of prior studies and research subjects. The cognitive strategy was lower in both the beginner and intermediate levels, but the level of use increased significantly in the intermediate level compared to the beginner level, showing only statistically significant differences in the usage patterns according to the proficiency level among the four listening strategies.

The Use of Listening Strategies among Korean Elementary Students

  • Maeng, Un-Kyoung
    • English Language & Literature Teaching
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    • v.12 no.3
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    • pp.25-49
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    • 2006
  • Though a large amount of research concerning listening strategies has been conducted, the strategic behaviors of younger students in this area have received less attention. This study is a follow up study of an earlier case study by the author (2006). The purpose of this study is to verify what listening strategies Korean elementary learners use in a general L2 listening situation. 213 elementary students participated in this study, and a listening strategy questionnaire was used. ANOVA, MANOVA, Correlation and Multiple Regression Analysis were used to interpret the data. The results of this study reveal that younger participants used all four types of listening strategies, cognitive, compensation, metacognitive and affective, fairly often; however, the results also show that they differ in how frequently they use each strategy according to their listening proficiency. Overall, highly proficient learners use more strategies compared to less proficient learners. High proficiency learners use compensation strategies most and cognitive strategies least. Low proficient learners use affective strategies most and compensation strategies least. Moreover, the results showed no significant grade- or gender-related strategic behaviors, and also showed that L2 listening proficiency can be a significant predictor of strategic behavior of young learners. 12% of the variance in L2 strategic behaviors was attributable to L2 listening proficiency.

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Analysis of Differences in Science Achievement on the Concept of Photosynthesis According to Listening Styles and Learning Strategies (청취유형과 학습전략에 따른 광합성 개념의 과학성취도 차이 분석)

  • Kim, Youngshin;Jun, Ji-hwan;Lim, Soo-min
    • Journal of Science Education
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    • v.42 no.3
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    • pp.273-292
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    • 2018
  • The lecture is the main method of teaching, and the most common activity of students is 'listening.' Therefore, efficient and positive changes are expected if the researcher analyzes and uses students' listening styles to educate them. In addition, as the learner-centered education is emphasized, the learner's characteristics are becoming more important, and this flow increases the value of the listening styles of the student and that of the learning strategy, which is the student's self-directed learning. Therefore, this study examined whether there are differences in science achievement according to the listening styles and learning strategies by statistical analysis of the data obtained by conducting surveys for students in 5th, 7th, and 10th grades. The results of this study are as follows: First, students' listening styles and learning strategies show significant differences between men and women. Second, students' listening styles and learning strategies show significant differences between grade levels. Third, the level of task-oriented and critical listening types among listening styles produce meaningful differences in science achievement. Fourth, listening style, learning strategy, and science achievement have a significant correlation with each other. Finally, in terms of learning strategy-science achievement, it was shown that basic and complex cognitive strategy had a positive correlation with science achievement.

A Review of an Enhancement Course for College Students' Standardized English Test

  • Lee, Eunpyo;Shin, Myeong-Hee
    • English Language & Literature Teaching
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    • v.18 no.1
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    • pp.153-169
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    • 2012
  • This study reviews an English enhancement course implemented for medical and nursing college students of 2011 to improve their standardized English test scores. A total of 117 first-year students underwent the pre-test and the post-TOEIC in November 2011. After the pre-test, lectures on listening enhancement strategies and problem solving tactics on reading comprehension were supplemented with 4 times of enhancement-tests. Their pre- and post-TOEIC results were compared to see if such enhancement strategies were effective to improve their TOEIC scores. It was further to investigate, through survey questionnaires, how the subjects felt about a number of pre-test-type TOEIC exercise with what-to-listen and how-to-infer listening strategies and pattern-drill practices for reading comprehension. It was found that the scores of listening comprehension improved significantly for both major students whereas reading scores showed slight decrease among nursing majors. It is concluded that administering numerous pre-test-type-TOEIC exercise is effective for students to improve their listening scores supplemented with listening strategies Also, students' response showed positive toward the enhancement course.

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On Improving the Listening Ability of Middle School Students Using Verbotonal Method (Verbotonal 법을 이용한 중학생 영어 학습자의 듣기 능력 향상에 관한 연구)

  • Kim, Hyun-Gi;Kim, Ok-Jin;Kang, Sung-Kwan;Jeon, Byoung-Man
    • Speech Sciences
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    • v.14 no.3
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    • pp.21-29
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    • 2007
  • The necessity for improving the English listening ability of Korean learners has been emphasized since the ultimate goal of English education converted to CLT(Communicative Language Teaching) in Korea. Verbotonal Approach as an auditory-based strategy has been proved to be effective substantially in maximizing the listening skill of spoken foreign language. The purpose of this study is to find out an efficient way of improving listening ability for Korean middle school students by employing OFH(Optimal Frequency of Hearing) using Tonality Word Sentence Test, before & after using Listen II Verbotonal training unit based on VTS(Verbotonal System). The results of the listening tests showed that the listening ability of the subjects increased by 16.7% on the words and by 5.5% on the sentences after using Listen II, compared with before using Listen II and that the improvement rate of listening ability on the level of words is much higher than that on the level of sentences. From the results, we can come to a conclusion that training the listening skill with words in mid-tonality and low-tonality based on OFH might give a great positive effect in improving listening ability for Korean learners of English.

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