초등학생의 영어듣기 능력과 관련된 적어두기 활동의 효과

Abstract

본 연구는 우리나라 초등학생들의 영어 듣기 활동에서 적어두기 활동실태와 그러한 활동이 학생들의 듣기 능력에 미치는 영향에 대해 고찰한 것이다. 총 131명의 초등학생들이 이 연구에 참여하였는데 학생들은 적어두기 전략의 실행 정도, 적어두기 전략에 대한 인식, 적어두기 전략을 권유받은 경험, 적어두기 전략 실행 방법 등에 관한 설문지에 답하였다. 또한 적어두기 전략의 사용과 학생들의 듣기 능력 간의 상관관계가 조사되었다. 이 연구의 실험설계 영역에서는 두 집단을 실험과 통제집단으로 나누고 실험집단에만 적어두기 전략에 대한 훈련이 실시되었다. 본 연구 결과에 의하면 초등학생들의 적어두기 전략의 사용은 그들의 듣기 능력과 유의미한 상관관계가 있었다. 그러나 실험집단에서 적어두기 전략 훈련의 효과는 검증되지 못했다. 즉 사후 듣기 시험에서 두 집단의 듣기 능력은 향상되었으나 집단간 유의미한 차이는 나타나지 않았다.

The purpose of this study was to examine the use of note-taking strategies by Korean elementary school students and investigate the relationship between the use of note-taking strategies and the students’ listening proficiency. This study also attempted to explore the effects of note-taking strategies on elementary school students’ English listening proficiency. A total of 131 elementary school students participated in this study. A questionnaire was administered to the elementary school students in order to examine their use of note-taking strategies, perceptions on note-taking strategies, experience with note-taking strategies, and methods related to note-taking strategies. The relationship between the students’ use of note-taking strategies and their listening proficiency was also examined based on the results of the questionnaire and the listening tests. For the experimental part of this study, the elementary school students were divided into two groups, an experimental group and a control group. The experimental group received note-taking strategies training whereas this treatment was not conducted on the control group. The results of this study are as follows. First, the elementary school students used less note-taking strategies. Second, there was a significant relationship between the students’ use of note-taking strategies and their listening proficiency. The relationship between their perceptions on note-taking strategies and their listening proficiency was also significant. Third, the experimental part of this study failed to find any significant effects of note-taking strategies training on the students’ listening proficiency. Several pedagogical implications are discussed and future research is suggested based on the findings of this study.