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dc.contributor.author김성연-
dc.date.accessioned2019-12-08T06:12:22Z-
dc.date.available2019-12-08T06:12:22Z-
dc.date.issued2018-06-
dc.identifier.citation영어어문교육, v. 24, no. 2, page. 177-199en_US
dc.identifier.issn1226-2889-
dc.identifier.urihttp://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010026570782-
dc.identifier.urihttp://repository.hanyang.ac.kr/handle/20.500.11754/118882-
dc.description.abstractThis study examined if Korean high school students’use of English listening strategy would vary according to their proficiency and listening item type. For data collection, 136 high school students were asked to respond to a background information questionnaire, a strategy inventory for listening, an open-ended questionnaire with different types of listening items, and a Likert scale measuring item-specific strategy use. Ten English listening items were taken from three mock SATs and each item type was presented with the questionnaires. The students were asked to solve the questions and then respond to the questionnaires after completing each question. The most frequently used strategy was found to be a compensation strategy. Their strategy use, however, differed according to item types. For questions that measured factual comprehension, they tended to use the compensation strategy. In contrast, for questions asking for inferential comprehension, they used a memory strategy, with which they focused on core information in the listening input. It is notable that they used a cognitive strategy for a question that required some computation. The learner strategy use was also found to be different according to their proficiency level. Learners in the high proficiency group were found to use memory and cognitive strategy more frequently than their counterparts. These findings imply the need for encouraging students to use more varied types of strategies while listening.en_US
dc.language.isoko_KRen_US
dc.publisher한국영어어문교육학회en_US
dc.subject영어 듣기 평가en_US
dc.subject전략 사용en_US
dc.subject듣기 문항 유형en_US
dc.subject학습자 능숙도en_US
dc.subjectEnglish listening testen_US
dc.subjectstrategy useen_US
dc.subjectlistening item typeen_US
dc.subjectlearner proficiencyen_US
dc.title학습자 영어 수준과 듣기 문항 유형의 차이에 따른고등학생들의 영어 듣기 전략 사용en_US
dc.title.alternativeKorean high school students’ listening strategy according to their English proficiency and listening item typeen_US
dc.typeArticleen_US
dc.relation.no2-
dc.relation.volume24-
dc.relation.page177-199-
dc.relation.journal영어어문교육-
dc.contributor.googleauthor원혜주-
dc.contributor.googleauthor김성연-
dc.contributor.googleauthorWon, Hye Ju-
dc.contributor.googleauthorKim, Sung Yeon-
dc.relation.code2018018166-
dc.sector.campusS-
dc.sector.daehakCOLLEGE OF EDUCATION[S]-
dc.sector.departmentDEPARTMENT OF ENGLISH LANGUAGE EDUCATION-
dc.identifier.pidsungkim-
Appears in Collections:
COLLEGE OF EDUCATION[S](사범대학) > ENGLISH LANGUAGE EDUCATION(영어교육과) > Articles
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