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RISS 인기검색어
- 검색키워드
- 주제어 : L2 academic listening (검색결과 6 건)
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Content Knowledge Effect on L2 Listening in Relation to L2 Listening Proficiency and Task Type
Jihyun Jeon 팬코리아영어교육학회(구 영남영어교육학회) 2008 영어교육연구 Vol.20 No.4
This paper investigated to what extent L2 learners’ content knowledge affects their listening comprehension when they listen to a college academic lecture. Given the often-cited compensatory effect of L2 learners’ content knowledge and L2 proficiency on their comprehension, this study also investigated the comparative importance between content knowledge and L2 listening proficiency in L2 learners’ listening comprehension in relation to the task type. It was found in this study that both L2 learners’ content knowledge and L2 listening proficiency played a significant role in their listening comprehension. It was also found that L2 learners’ listening proficiency provided more of a contribution in explaining the outcomes of the selected response task and the unstructured response task than did L2 learners’ content knowledge, while L2 learners’ content knowledge provided more of a contribution in explaining the result of the highly structured task than did L2 learners’ listening proficiency. On the basis of the findings, pedagogical implications for ESL/ EFL programs were provided.
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Content Knowledge Effect on L2 Listening in Relation to L2 Listening Proficiency and Task Type
전지현 팬코리아영어교육학회 2008 영어교육연구 Vol.20 No.4
This paper investigated to what extent L2 learners’ content knowledge affects their listening comprehension when they listen to a college academic lecture. Given the often-cited compensatory effect of L2 learners’ content knowledge and L2 proficiency on their comprehension, this study also investigated the comparative importance between content knowledge and L2 listening proficiency in L2 learners’ listening comprehension in relation to the task type. It was found in this study that both L2 learners’ content knowledge and L2 listening proficiency played a significant role in their listening comprehension. It was also found that L2 learners’ listening proficiency provided more of a contribution in explaining the outcomes of the selected response task and the unstructured response task than did L2 learners’ content knowledge, while L2 learners’ content knowledge provided more of a contribution in explaining the result of the highly structured task than did L2 learners’ listening proficiency. On the basis of the findings, pedagogical implications for ESL/ EFL programs were provided.
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Metacognitive Listening Strategies and Academic Motivation of Korean EFL Adolescent Learners
전유아 현대영어교육학회 2015 현대영어교육 Vol.16 No.2
While the role of metacognition has proven to be critical in L2 listening instruction, the connection between the learners’ metacognitive L2 listening strategies and academic motivation has been scantly researched. The purpose of the study was to research 312 middle school learners’ metacognition during L2 listening in relation to motivation they exhibited towards studying English. The learners were asked to complete the Metacognitive Listening Awareness Questionnaire and Academic Self-Regulation Questionnaire. There was use of descriptive statistics, MANOVA, and multiple regression to analyze the data. Results indicated that there was increased use of metacognitive L2 listening strategies with rising levels of proficiency. For academic motivation, amotivation, identification and intrinsic motivation related significantly to the employment of metacognitive L2 listening strategies with the exclusion of person knowledge. For predicting L2 listening ability, planning & evaluation, directed attention and person knowledge were significant. This indicated that the listeners’ attempt to stay focused on the task, and solve listening problems with existing knowledge were helpful for successful comprehension. However, increased person knowledge that reflected learners’ listening anxiety was found to be detrimental to listening performance. The results of the study are presented in light of teaching implications.
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표지훈,이충현 한국영어학회 2022 영어학 Vol.22 No.-
This study aimed to investigate students’ academic engagement, actual task completion, and ensuing learning outcomes in L2 listening classes. 91 undergraduate students who attended college English courses in Korea participated in the study that implemented a mixed-research design. The participants were randomly assigned to the MABL instruction and the conventional instruction groups for L2 listening. The quantitative data were gathered through the questionnaire, offline and online activity records, and repeatedly measured LC tests. The interview and reflective journal data qualitatively supported the quantitative results. The findings are as follows. First, the students who experienced MABL showed significant differences with those who did not regarding their perceived academic engagement and attitudes toward online activities. The experimental group students revealed significantly higher completion frequency than the control group in the online listening activities and favored collaborative listening activities in online sessions. Second, L2 listening instruction through MABL positively impacted the development of L2 listening skills. Based on the findings, limitations and suggestions for further study are discussed.
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The Role of Note-taking in L2 Listening Performance
양진숙,김하나,차경환 팬코리아영어교육학회 2010 영어교육연구 Vol.22 No.3
By employing both Independent-Samples T-Tests and 62 students’ notes analysis, this study examines the relative effectiveness of note-taking on Korean university students’ second language (L2) listening performance. The result of the statistical analysis indicates that there is no statistically significant difference between note-taking allowed and disallowed groups. However, in-depth analysis of students’ notes shows that the high performers actively participate in the listening process by encoding the information through visualization whereas the low performers merely store the information by listing the words they heard. The follow-up focus group interview with four students corroborated the research findings as well. It is suggested that classroom practitioners should encourage students to be active listeners by visualizing contents during the L2 listening process.
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The Role of Note-taking in L2 Listening Performance
Jin-Suk Yang(양진숙),Ha-Na Kim(김하나),Kyung-Whan Cha(차경환) 팬코리아영어교육학회(구 영남영어교육학회) 2010 영어교육연구 Vol.22 No.3
By employing both Independent-Samples T-Tests and 62 students’ notes analysis, this study examines the relative effectiveness of note-taking on Korean university students’ second language (L2) listening performance. The result of the statistical analysis indicates that there is no statistically significant difference between note-taking allowed and disallowed groups. However, in-depth analysis of students’ notes shows that the high performers actively participate in the listening process by encoding the information through visualization whereas the low performers merely store the information by listing the words they heard. The follow-up focus group interview with four students corroborated the research findings as well. It is suggested that classroom practitioners should encourage students to be active listeners by visualizing contents during the L2 listening process.
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