듣기 및 말하기 전략 사용과 의사 소통 능력의 관계 분석 : 구조 방정식 모델링 접근법

다국어 초록 (Multilingual Abstract)

The present study examines the underlying constructs of communicative strategies and their causal effects on listening and speaking ability in interpersonal communication. Principal Axis factor analysis with oblimin rotation was administered to a sample of 230 participants to obtain underlying factors which constitute listening and speaking strategies. Confirmatory factor analysis was performed to examine if these latent factors generated by exploratory factor analysis adequately fit the data and found the optimal factor solutions for both strategies. The study further examined the effects of the communicative strategies on the students’ perceived proficiency measured by two different self-assessment instruments. To specify each structure that accounted for the relationship among both listening strategies and speaking strategies, and their effect on students’ interactional listening and speaking ability respectively, structural equation modeling with a second order factor solution was employed. The best fitting model for interactional listening strategies indicated the following: negotiation for meaning while listening and getting the gist directly affected the participants’ L2 listening ability; scanning prosodic and phonological features and scanning syntactic features indirectly influenced L2 listening ability; and nonverbal strategies both directly and indirectly affected L2 listening ability. From the model, it was found that although nonverbal strategies had a negative direct effect on L2 listening proficiency, when mediated by other factors such as scanning prosodic, phonological, syntactic features, negotiation for meaning, and getting the gist, they had a positive indirect effect. The final structural model for interactional speaking strategies, on the other hand, identified three distinctive patterns: reduction strategies and fluency oriented strategies directly impacted the participants’ L2 speaking ability; affective strategies and accuracy oriented strategies indirectly influenced L2 speaking ability; and the second order factor of negotiation both directly and indirectly affected L2 speaking ability. It was found that affective strategies became the single independent predictor variable which divided learners’ choice of strategies between what is known to be more proficient learner strategies and less proficient learner strategies. To conclude, this study has made a significant contribution to modeling the use of oral communication strategies and listening and speaking ability and the findings provide important insights into learners’ L2 listening and speaking processes in interpersonal communication.

목차 (Table of Contents)

• CHAPTER 1. INTRODUCTION 1
• 1.1 Significance of the Study 1
• 1.2 Purpose of the Study 4
• 1.3 Limitations of the Study 5
• CHAPTER 2. LITERATURE REVIEW 7
• 2.1 Definitions and Taxonomies of Communicative Strategies 7
• 2.2 Listener Strategies in Interaction 9
• 2.2.1 Interactional Listening and Language Learning 10
• 2.2.2 Interactional Listening Strategy and Listening Ability 12
• 2.2.3 Types of Strategy Use in Interactional Listening 15
• 2.2.3.1 Negotiation for Meaning While Listening 16
• 2.2.3.2 Scanning Lexical, Prosodic, and Syntactic Features 17
• 2.2.3.2.1 Lexical Cues 18
• 2.2.3.2.2 Prosodic Cues 19
• 2.2.3.2.3 Syntactic Cues 20
• 2.2.3.3 Getting the Gist 21
• 2.2.3.4 Nonverbal Strategies 23
• 2.2.3.5 Less Active Listener Strategies 25
• 2.2.4 L2 Listening Process 26
• 2.3 Speaker Strategies in Interaction 28
• 2.3.1 Speaking in Interaction and Language Learning 28
• 2.3.2 Interactional Speaking Strategies and Speaking Ability 31
• 2.3.3 Types of Strategy Use in Speaking 33
• 2.3.3.1 Affective Strategies 33
• 2.3.3.2 Fluency Oriented Strategies 34
• 2.3.3.3 Negotiation for Meaning While Speaking 37
• 2.3.3.4 Accuracy Oriented Strategies 38
• 2.3.3.5 Message Reduction and Abandonment Strategies 39
• 2.3.3.6 Nonverbal Strategies While Speaking 40
• 2.3.4 L2 Speaking Process 42
• CHAPTER 3. RESEARCH DESGIN AND METHOD 45
• 3.1. Research Questions 45
• 3.2 Research Design 45
• 3.2.1 Participants and Procedure 46
• 3.2.2 Instrumentation 47
• 3.3 Data Analysis 48
• 3.3.1 Research Question 1 49
• 3.3.2 Research Question 2 49
• 3.3.3 Research Question 3 49
• 3.3.4 Research Question 4 49
• CHAPTER 4. RESULTS 51
• 4.1 Interactional Listening Strategies 51
• 4.1.1. Data Cleaning and Test of Normality 51
• 4.1.2 Exploratory and Confirmatory Factor Analysis Results 52
• 4.1.3 Model Estimation of the Final Structural Model for L2 Listening 60
• 4.2 Interactional Speaking Strategies 64
• 4.2.1 Exploratory and Confirmatory Factor Analysis Results 64
• 4.2.2 Model Estimation of the Final Structural Model for L2 Speaking 71
• CHAPTER 5. DISCUSSION AND CONCLUSION 78
• 5.1. Discussion 79
• 5.1.1 Interactional Listening Strategies and L2 Listening Ability 79
• 5.1.1.1 Results of the Structural Equation Modeling between Interactional Listening Strategies and L2 Listening Ability 79
• 5.1.1.2 Comparison of the Final Structural Model of Interactional Listening Strategies and L2 listening ability and Andersons (1995) Framework for Listening Comprehension. 84
• 5.1.2 Interactional Speaking Strategies and L2 Speaking Ability 87
• 5.1.2.1 Results of the Structural Equation Modeling between Interactional Speaking Strategies and L2 Speaking Ability 87
• 5.1.2.2 Comparison of the Final Structural Model of Interactional Speaking Strategies and L2 Speaking Ability and Levelts (1995) Framework for Speaking 90
• 5.1.3 Comparison between the Two Final Structural Models Explaining Listening and Speaking Ability 93
• 5.2. Conclusion and Pedagogical Implications 94
• APPENDICES 98
• ABSTRACT IN KOREAN 129
• ACKNOWLEDGEMENTS 131