지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
This paper aims to present the sources and solutions of English listening anxiety for Korean high school students and to discuss the pedagogical implications that relate to the results.
To achieve these aims, first, background theories were reviewed with regard to the listening-comprehension and listening anxiety. Second, the English listening Anxiety Scale and Background Information Questionnaire were developed. The English listening Anxiety Scale is divided into five types of categorization for the causes of listening anxiety - input-related factors, processing-related factors, personal factors, instructional factors and other factors. Then the Background Information Questionnaire deals with affective factors (learner’s LC anxiety, achievement motivation, LC ability) and learner’s background information (the history of habitation in English speaking countries, tutoring experiences, contact with a native English speaker, viewing and listening the English speaking programs of TV and radio). Third, 306 Korean high school students’ LC anxiety scores were measured and correlations among the several affective factors and the learners’ background information were analyzed through these two instruments. After the administration, an interview was conducted with the teacher who helped the survey for the quality study.
The results of the study show the degree of Korean high school students’ LC anxiety with respect to five types of factors and the correlation among affective factors and background information. In conclusion, this paper suggests various techniques which help learners to lower the LC anxiety, and the pedagogic implications are discussed.
To achieve these aims, first, background theories were reviewed with regard to the listening-comprehension and listening anxiety. Second, the English listening Anxiety Scale and Background Information Questionnaire were developed. The English listening Anxiety Scale is divided into five types of categorization for the causes of listening anxiety - input-related factors, processing-related factors, personal factors, instructional factors and other factors. Then the Background Information Questionnaire deals with affective factors (learner’s LC anxiety, achievement motivation, LC ability) and learner’s background information (the history of habitation in English speaking countries, tutoring experiences, contact with a native English speaker, viewing and listening the English speaking programs of TV and radio). Third, 306 Korean high school students’ LC anxiety scores were measured and correlations among the several affective factors and the learners’ background information were analyzed through these two instruments. After the administration, an interview was conducted with the teacher who helped the survey for the quality study.
The results of the study show the degree of Korean high school students’ LC anxiety with respect to five types of factors and the correlation among affective factors and background information. In conclusion, this paper suggests various techniques which help learners to lower the LC anxiety, and the pedagogic implications are discussed.
목차
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 연구 결과와 논의
Ⅴ. 결론 및 제언
참고문헌
ABSTRACT
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UCI(KEPA) : I410-ECN-0101-2013-370-003243681