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Task-based Strategy Assessment : The Effect of Task Difficulty on Listening Strategy Use of Advanced EFL Learners

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL 바로가기
  • 통권
    Vol.5 No.3 (2008.09)바로가기
  • 페이지
    pp.199-223
  • 저자
    Mahmood Reza Atai, Seyyed Mohammad Reza Hashemi
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182191

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원문정보

초록

영어
Recently there has been heated debate on the nature of strategy assessment in task-absent situations where it might lead to learners’ over- or underreporting of the strategies they actually use. More specifically, it is argued that that learners need to be involved in the real process of completing a language task just before they are asked to report the strategies they use. The present study, thus, was aimed at investigating the effect of presence of tasks and task difficulty on advanced students’ reports of their listening strategy use. Results from the analysis of the data measured by the Listening Strategy Questionnaire and collected from 62 Advanced students, in three task conditions, indicated that (1) task condition (No Task, Easy Task, Difficult Task) has an effect on advanced EFL learners’ listening strategy use, and (2) considering each strategy subcategory under study, the subjects reported different frequencies of strategy use across the above task conditions. This was especially true for cognitive and memory strategies, whereas for compensation strategies the difference in frequency of strategy use across the three conditions was not statistically significant. The findings promise some implications for developing context-specific task design frameworks, and task-based strategy instruction and evaluation.

목차

ABSTRACT
 INTRODUCTION
 TASK-BASED STRATEGY ASSESSMENT: AN OVERVIEW OF THEORY AND RESEARCH
  Task Difficulty
  Linking Tasks and Strategies
 METHOD
  Participants
  Instrumentation and Materials
  Pilot Study
  Procedures
 RESULTS
 DISCUSSION
 CONCLUSION
 THE AUTHORS
 REFERENCES
 APPENDIX

키워드

task-based strategy assessment memory strategies cognitive strategies compensation strategies

저자

  • Mahmood Reza Atai [ Tarbiat Moallem University, Iran ]
  • Seyyed Mohammad Reza Hashemi [ Tarbiat Moallem University, Iran ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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