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  • 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
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Α Β Γ Δ Ε Ζ Η Θ Ι Κ Λ Μ Ν Ξ Ο Π Ρ Σ Τ Υ Φ Χ Ψ Ω α β γ δ ε ζ η θ ι κ λ μ ν ξ ο π ρ σ τ υ φ χ ψ ω
á à Á À é è É È ç Ç ê
Ä Ö Ü ä ö ü ß
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‘ ’ “ ” 〔 〕 〈 〉 「 」 『 』 【 】 ＂ （ ） ［ ］ ｛ ｝
± × ÷ ≠ ≤ ≥ ∞ ∴ ♂ ♀ ∠ ⊥ ⌒ ∂ ∇ ≡ ≒ ≪ ≫ √ ∽ ∝ ∵ ∫ ∬ ∈ ∋ ⊆ ⊇ ⊂ ⊃ ∪ ∩ ∧ ∨ ￢ ⇒ ⇔ ∀ ∃ ∮ ∑ ∏ ＋ － ＜ ＝ ＞
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А Б В Г Д Е Ё Ж З И Й К Л М Н О П Р С Т У Ф Х Ц Ч Ш Щ Ъ Ы Ь Э Ю Я а б в г д е ё ж з и й к л м н о п р с т у ф х ц ч ш щ ъ ы ь э ю я
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§ ※ ☆ ★ ○ ● ◎ ◇ ◆ □ ■ △ ▽ → ← ↑ ↓ ↔ 〓 ◁ ◀ ▷ ▶ ♤ ♠ ♡ ♥ ♧ ♣ ⊙ ◈ ▣ ◐ ◑ ▒ ▤ ▥ ▨ ▧ ▦ ▩ ♨ ☏ ☎ ☜ ☞ † ‡ ↕ ↗ ↙ ↖ ↘ ♭ ♩ ♪ ♬ ㉿ ㈜ № ㏇ ™ ㏂ ㏘ ℡ ＃ ＆ ＊ ＠ ª º
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      The Effect of Strategy Instruction on Listening Comprehension

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      https://www.riss.kr/link?id=E690228

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      다국어 초록 (Multilingual Abstract) kakao i 다국어 번역

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      The literature on language learning strategies contends that strategy use facilitates 1,2 acquisition and that strategies can be taught to 1,2 learners. This paper investigated the effect of strategy instruction on listening comprehension with EFL university students in Korea. The students received instruction in metacognitive strategies-attention, monitoring, and evaluation-and cognitive strategies-prediction, inference, and elaboration-for 30 minutes per week for 12 weeks. The result was that the strategy instruction did have some effect on listening comprehension, but failed to reach significance. The effect, however, differed according to listening comprehension levels Students at the low level demonstrated a clear advantage over students at the medium and high levels in strategy instruction. These findings suggest that caution be exercised in strategy instruction and that students levels of listening comprehension be considered, to help them become more independent and self-directed L2 learners.
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      The literature on language learning strategies contends that strategy use facilitates 1,2 acquisition and that strategies can be taught to 1,2 learners. This paper investigated the effect of strategy instruction on listening comprehension with EFL uni...

      The literature on language learning strategies contends that strategy use facilitates 1,2 acquisition and that strategies can be taught to 1,2 learners. This paper investigated the effect of strategy instruction on listening comprehension with EFL university students in Korea. The students received instruction in metacognitive strategies-attention, monitoring, and evaluation-and cognitive strategies-prediction, inference, and elaboration-for 30 minutes per week for 12 weeks. The result was that the strategy instruction did have some effect on listening comprehension, but failed to reach significance. The effect, however, differed according to listening comprehension levels Students at the low level demonstrated a clear advantage over students at the medium and high levels in strategy instruction. These findings suggest that caution be exercised in strategy instruction and that students levels of listening comprehension be considered, to help them become more independent and self-directed L2 learners.

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      목차 (Table of Contents)

      • 1. INTRODUCTION
      • Ⅱ. METHODOLOGY
      • 1. INTRODUCTION
      • Ⅱ. METHODOLOGY
      • Ⅲ. RESULTS
      • Ⅳ. DISCUSSION
      • V. CONCLUSION
      • REFERENCES
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