Earticle

초록

영어

This study examined the effects of listening strategy training for EFL adult listeners, both on their listening processing and production. The participants were two classes of Taiwanese college students; one class received a 14-week strategy training integrated into their EFL listening class, whereas the other served as a comparison group. The data were collected via multiple measurements. Listening proficiency tests, a selfrated listening proficiency scale, a listening strategy questionnaire and a listening learning activity questionnaire were pre-tested and post-tested with both groups. In addition, rflective journals were employed in the treatment group to explore learners’ strategy development over time. The results showed that there were significantly positive changes in using listening strategies and in their engagement in self-directed learning activities for the treatment group. Although no significant differences were found in listening proficiency tests results, treatment group students self-rated themselves as having gained significantly more in their listening performances than those in the control group. Furthermore, the treatment group also reported better orchestration of their strategy use in dealing with their listening tasks and learning processes. Discussions on these multiple measurements and their results were also presented. This study demonstrates that strategy training can bring positive effects both on learners’ learning process and to their listening performance, and its findings may shed light on listening strategy training research.

목차

ABSTRACT
 INTRODUCTION
 LITERATURE REVIEW
 METHODOLOGY
  Participants
  The Strategy Training
  Instruments
  Pilot Test
 RESULTS
  Effect of Strategy Training on Strategy Use
  Effect of Strategy Training on Self-directed Learning
  Effect of Strategy Training on Listening Proficiency
  Strategy Development over Time
 DISCUSSION
  RQ1: Do Students Alter Their Listening Strategy Use Over Time, If So, How?
  RQ2: Does Strategy Training Expand Students’ Use of Listening Strategies?
  RQ3: Does the Use of Learner Strategies Enhance Students’ Self-Directed Learning as it Relates to Learning Listening Comprehension?
  RQ4: Does Strategy Training Improve Students’ Listening Proficiency?
 CONCLUSION
 THE AUTHOR
 REFERENCES
 APPENDIX

키워드

저자

• Ai-hua Chen [ Chinmin Institute of Technology, Taiwan ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 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