예비 초등영어교사들의 영어학습 전략체계의 구성과 사용 = Preservice primary English teachers’ construction and use of strategy systems in learning English

다국어 초록 (Multilingual Abstract)

This study aimed at discovering how preservice primary English teachers systematically constructed and used metacognitive knowledge, metacognitive strategies, and cognitive strategies and what contexts came into play in their use of strategy systems. Four teachers college students in an English education program participated in this study. Their English-learning journals and a group interview comprised the data of the study. Analysis of the data revealed that the participants showed both differences and commonalities in the way they formed and used their strategy systems. In a highly organized learner, metacognitive knowledge, metacognitive strategies, and cognitive strategies were found to be linked together and used coherently, consistently, and reflectively; in the less organized learners, the three components were found to be used less so. It was also found that examining the social contexts surrounding the learners could give a better understanding of their construction and use of strategy systems. This study has a few implications for teaching and future research into strategies.

목차 (Table of Contents)

• Ⅰ. 연구의 필요성 및 연구문제
• Ⅱ. 이론적 배경 및 선행연구
• Ⅲ. 연구방법
• Ⅳ. 발견 및 논의
• Ⅴ. 결론 및 제언
• 참고 문헌

참고문헌 (Reference)

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