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      • Individual Learners' Attitude, Motivation and Listening Proficiency in Secondary EFL Classroom in Korea

        최갑균 Graduate School of Education, Sogang University 2002 국내석사

        RANK : 2942

        본 연구는 한국 중·고등학생들의 영어학습에 대한 태도와 동기와 듣기 능력 사이에 관계를 분석하는 데 목적이 있다. 본 연구에서 규명되어야 할 연구문제는 아래와 같다. 1. 한국 중·고등학교 영어학습자들의 영어학습동기는 어떤 요인들이 있는가 2. 중·고등학교에서 성별과 학년들 사이에 미국인에 대한 태도와 영어학습태도에는 각각 의미 있는 차이가 있는가 3. 태도와 동기 수준과 듣기 능력 점수사이에 각각 의미 있는 차이가 있는가 4. 태도와 동기 요인 과 듣기 능력 점수 사이에는 어떤 관계가 있는가 본 연구는 경기도 지역에 있는 중·고등학생 717명을 대상으로 하였다. 본 연구를 위하여 사용된 도구는 설문지와 영어듣기 평가였다. 설문지는 Gardner, R.C.와 Lambert, W.E. (1972)의 “Attitude and Motivation Test Battery"에서 인용하여 Lee (1996a)와 Do¨rnyei (1990)가 발전시킨 설문지이고, 듣기 능력 평가는 전국 15개 시·도 교육청이 연합으로 실시하는 듣기 평가 문제를 활용하였다. 표집 된 자료는 SPSSWIN 프로그램을 이용하여 분석하였으며 t 검증, 상관분석, 요인분석을 하였다. 분석된 결과는 아래와 같다 : 1. 이 특수한 상황에서 6개의 동기 동인이 추출되었고 그들은 내적 동기, 중요성, 통합적 동기, 외적동기, 의사소통 그리고 실용성이었다. 2. 한국 중·고등학교 학생들은 영어가 좋은 직업을 얻는 데 필수적이며, 영어가 세계공통어이고, 영어가 어느 분야에서나 중요하고, 영어가 필수 과목이라는 것을 믿고 있으며, 이것은 한국 중·고등학생들은 영어의 중요성을 충분히 인식하고 있다는 것을 의미한다. 3. 동기성향 가운데 중·고등학교에게 듣기 능력 점수와 높은 상관이 있는 공통된 항목은 ‘영어를 좋아한다’는 항목이고, 중학교 1·2학년 학생들은 ‘영어의 중요성’이, 고등학교 1·2학년 학생들은 ‘친구를 사귀기 위해서’와 ‘영어를 좋아하기 때문’이라는 항목이 듣기 능력과 높은 상관이 있었다. 4. 대체로 중학교 1학년 학생들은 내적 동기와 중요성과 관련하여, 중학교 2학년 학생들은 내적 동기, 중요성, 외적동기, 의사소통 과 실용성과 관련하여 영어 공부를 한다. 반면에, 고등학교 1학년 학생들은 의사소통과 관련하여, 고등학교 2학년 학생들은 중요성과 실용성과 관련하여 영어공부를 한다. 5. 미국인에 대한 태도와 영어학습에 대한 태도는 여학생이 남학생보다 더 긍정적인 태도를 보여주었다. 6. 학년사이에 미국인과 영어학습에 대한 태도에 큰 차이를 나타내었고 특히 중학교 1학년 학생들은 현격한 차이를 나타내었으며 미국인과 영어학습에 대하여 호의적인 태도를 가지고 있다. 7. 영어 듣기능력의 상·하 집단에 따른 영어학습에 대한 태도는 상·하 집단사이에 커다란 차이가 있었다. 8. 동기와 태도 변인들은 듣기능력과 의미 있는 상관관계가 있으며 영어학습에 대한 긍정적인 태도를 가진 학생들이 또한 동시에 영어학습에 대한 부정적인 태도를 가지고 있다. 9. 듣기 능력과 가장 밀접한 관계를 가지고 있는 변인은 영어학습태도이고 그 다음으로는 영어학습 동기이고 미국인에 대한 태도는 거의 상관관계가 없었다. 다시 말하면, 영어학습에 대한 태도가 가장 중요하였다. 10. 중학교 학생들이 고등학생들보다 동기요인과 듣기 능력 사이에 더 높은 상관이 있다. 여학생들이 남학생들보다 동기요인과 듣기능력사이에 더 높은 상관이 있다. 동기요인과 듣기능력사이에 상관관계가 있는 순서는 내적 동기요인, 중요성요인, 실용성요인, 의사소통요인, 통합적요인 순서이다. The object of this study is to analyze the relation of individual Learners' Attitude, Motivation and Listening Proficiency in Secondary EFL Classroom in Korea. The research questions investigated in this study are as follows: 1. what factors affect in learning English motivation of learners in secondary school? 2. Is there any significant difference in the attitude toward American and learning English between gender, and among grades in secondary school? 3. Is there any significant difference between the level of attitude/motivation and the score of a listening proficiency test? 4. Is there a relationship between attitude/motivation factors and the score of a listening proficiency test? Subjects in this study were 717 students of secondary school in Kyonggi Province area. The instruments used for this study were a questionnaire and an English listening proficiency test. The former was one adapted from “Attitude and Motivation Test Battery" (Lambert, W.E. and Gardner, R.C. 1972) and developed by Lee (1996a) and D?rnyei (1990). The latter was an English listening proficiency test supervised by National 15 municipal and provincial Board of Education in Korea. The collected data was analyzed through SPSSWIN program. The statistical tests used for the analysis were t-test, correlation analysis, and factor analysis. From the analysis, the following conclusions could be drawn: 1. The study shows that six motivational orientation factors were retained in this particular context and they were intrinsic motivation, importance, integrative motivation, extrinsic motivation, communication, and practicality. 2. Korean secondary school students believe that English is essential to get a good job, English is the world common language, English is important in any field, and English is a required subject. This means that Korean secondary school students are fully aware of the importance of English. 3. Among motivational orientations, the common items that are highly correlated with the score of listening proficiency for secondary school students are liking English; for the first and second middle school students is the importance of English; for the first and second high school students are making friends and liking English. 4. Wholly the first year middle school students study English related with intrinsic motivation and importance and the second year middle school students study English related with intrinsic motivation, importance, extrinsic motivation, communication, and practicality. On the other hand, the first year high school students study English related with communication and the second year high school students study English related with importance and practicality. 5. The female students have more a positive attitude than the male counterparts toward American and learning English. 6. There was a significant difference between grades, especially the first year middle school students show a striking difference. The first year middle school students have a favorable attitude toward American and learning English. 7. There was the greatest difference in the attitude toward learning English between the high and low level group according to the high and low level of score of listening proficiency test. 8. Motivational and attitudinal variables have significant correlations with the score of listening proficiency, and the students who have positive attitude toward learning English also have a negative attitude toward learning English at the same time. 9. The variable that has the closest relationship with listening proficiency is the attitude toward learning English, and the next variable is the learning English motivation, and the attitude toward American have few significant correlations with listening proficiency. That is to say, it shows that the positive attitude toward learning is very important. 10. The middle school students have higher levels of correlation between motivation factors and listening proficiency than the high school students. The female students have higher levels of correlation between motivation factors and listening proficiency than the male students. The order of the correlation levels between motivation factors and listening proficiency showed intrinsic motivation factor is the highest correlation level and follows importance factor, practicality factor, communication factor, and integrative factor.

      • Effects of Teacher Support on Chinese EFL Students’ Learning Engagement, Language Learning Attitude and Listening Proficiency in a Blended Learning Environment : 블렌디드 러닝 환경에서 교사의 지원이 중국 EFL 대학생들의 학습 참여, 학습 태도 및 듣기 능력에 미치

        양정 세한대학교 대학원 2022 국내박사

        RANK : 2939

        Considering the importance of English proficiency in personal and national development and the overall English proficiency level of Chinese EFL learners, teacher support becomes more obviously and positively influencing students’ learning engagement and improving their learning achievement. In addition, blended learning has become a prevalent instructional method in higher education. Therefore, the current study aimed to examine the effects of the three different types of teacher support, teacher’s emotional support, cognitive support and autonomy support, on Chinese EFL students’ learning engagement, language learning attitude, and listening proficiency. 66 university students in China participated in the current study. The participants were all junior students who enrolled in a 17-week blended course. The study used a quasi-experimental research design with a pretest-treatment-posttest structure. To compare the extent to which the participants were influenced by different types of teacher support, they were divided into three groups at random, which were assigned as the emotional support group (ES, n = 22), the cognitive support group (CS, n = 22), and the autonomy support group (AS, n = 22). Each group take the same blended English course and was given different types of teacher support respectively during the experimental period. Structured questionnaire-based surveys were conducted before the pre-test and after the post-test to examine whether there are any changes in students’ learning engagement and learning attitude as a result of different teacher support types. Similarly, to investigate whether there are any changes in students’ listening proficiency as a result of different teacher support types, all participants were required to take the CET listening tests as the pre-test and post-test before and after the experiment. The major findings of the current study are as follows. Firstly, regarding the effects of teacher support on Chinese EFL students’ learning engagement, it was found that teacher’s emotional support is significantly effective in improving EFL students’ behavioral engagement, cognitive engagement, and emotional engagement; teacher’s cognitive support and teacher’s autonomy support are both significantly effective in promoting EFL students’ behavioral engagement and cognitive engagement. In addition, in comparing the effects between different groups, it was found that teacher’s autonomy support performs more significant in enhancing EFL students’ behavioral engagement than teacher’s cognitive support; teacher’s cognitive support is more beneficial for EFL students to improve their cognitive engagement when compared with teacher’s emotional support and autonomy support in respective. Moreover, three types of teacher support have a similar effect in enhancing students’ emotional engagement. Secondly, as for the effect of teacher support on Chinese EFL students’ learning attitude. It was found that all types of teacher support can significantly improve students’ self-confidence while all types of teacher support have a significant negative effect on students’ language anxiety. In addition, in terms of self-confidence improvement, teacher’s autonomy support is more effective than teacher’s emotional support and cognitive support. While in terms of student’ language anxiety relieving, teacher’s emotional support is more effective than teacher’s autonomy support and cognitive support. Thirdly, regarding the effect of teacher support on Chinese EFL students’ listening proficiency, it was found that teacher’s emotional support, cognitive support, and autonomy support can all be significantly effective in promoting students’ listening proficiency. Moreover, compared to teacher’s emotional support, teacher’s autonomy support and cognitive support are both more effective in improving students’ listening proficiency. There are several pedagogical implications grounded on the above findings. The current study provided new insights on the implementation of teacher support in an EFL blended learning setting, suggesting that it is necessary to view teacher support as a multidimensional construct. In addition, it might be better to combine the three types of teacher support, which could satisfy students’ basic needs for autonomy, relatedness, and competence to stimulate students’ motivation and gain better language achievement.

      • (The) structural relationship of the factors on fifth graders' L2 listening proficiency

        김민채 Chonnam National University 2017 국내석사

        RANK : 2910

        This study sought to explore the structural relationships among factors influencing L2 listening proficiency of Korean elementary school students. A total of 201 fifth grade students who come from three different schools participated in this study. Based on previous studies, variables that contribute to L2 listening ability were included and their causality was examined through a path analysis. The data were collected from a series of questionnaires and listening proficiency tests and analyzed by correlation, multiple regression and structural equation modeling (SEM). The results indicated that motivation and L2 learning attitude are the most significant variables for predicting young learners’ L2 listening ability. It means that learners who have positive attitudes and strong motivation are predicted to be the most successful listeners. Moreover, further analysis about motivation and attitude indicated that young learners’ L2 learning is likely to be attracted by affective aspects such as attitude towards language and people speaking English, enjoyment of learning itself and one’s value about learning language. In addition, SEM analysis suggested that motivation and attitude stimulate use of listening strategies such as metacognitive and compensation. In light of these results, discussion and pedagogical implications were addressed.

      • Interrelationships among Prior Knowledge, Prior Beliefs, and Language Proficiency in Second Language Listening Comprehension

        정현숙 The University of Texas at Austin 1999 해외박사

        RANK : 2619

        본 연구의 목적은 제2언어 청해에 사전지식이 미치는 영향에 대해 기존연구에서 밝혀진 바를 보충하고자 함이다. 이를 위해 본 연구는 두 개의 실험을 통하여 사전지식, 사전신념, 및 언어 능숙도가 제2언어 청해에 미치는 영향을 살펴 보았다. 첫 번째 실험의 목적은 제2언어 청해 능숙도와 사전지식도가 다른, 피실험자를 대상으로, 듣게 될 내용이 그들에게 친숙한가의 여부가 제2언어 청해에 영향을 미치는가를 보고자 함이다. 두 번째 실험의 목적은 제2언어 청해 능숙도와 사전신념이 다른, 피실험자를 대상으로, 사전신념이 설득을 목적으로 제2언어로 쓰여진 글의 청해에 영향을 미치는가를 보고자 함이다. 그리고 설득을 목적으로 쓰여진 글을 제2언어로 들었을 때 그 주제에 대한 태도가 변하는가이다. 137명의 피실험자는 영어과와 경영학과에 재학 중인 대학생으로, TOEFL 청해 시험 성적에 따라 언어 능숙도를 분리하였다. 피실험자들의 청해도는 지문을 각기 두 번씩 듣고 각 지문을 들은 후에 들은 내용을 아는 대로 적는 방법과 10개로 이루어진 객관식 문항에 답을 하는 방법으로 측정하였다. 실험결과는 다음과 같다. 1)사전지식을 많이 갖고 있는 집단의 청해도가 사전지식을 적게 갖고 있는 집단보다 유의미하게 높았다. 2)청해 능숙도는 지문의 청해에 유의미한 영향을 미쳤다. 그러나 사전지식과 청해 능숙도 사이에 상호작용은 없었다. 3)사전신념은 설득을 목적으로 쓰여진 글을 청해하는 데 유의미한 영향을 미치지 않았다. 4)설득을 목적으로 제2언어로 쓰여진 글을 듣는 것은 사형제도에 반대하는 집단에서만 유의미한 태도변화를 가져왔다.

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