Earticle

초록

영어

The purpose of this research was to examine what kinds of English learning strategies middle school students in level-differentiated classes used, and to analyze the relationship between their strategy use and English achievement. Participants consisted of 371 students (213 boys, 158 girls). Strategies Inventory for Language Learning (Oxford, 1990) was used, and students’ project work, midterm, and final exam were also used for data analysis. The followings are the results of this research. First, the cognitive strategy was used among the students in groups A and B, and students in group C most frequently used the metacognitive strategy. On the other hand, the affective strategy was least frequently used by the students in all groups. Second, their achievement was the highest in class A and then class B. Lastly, it was found that English learning strategies have effects on the improvement of the students’ English achievement. It is expected that better English achievement would come out if strategies are efficiently used with consideration of students’ characteristics.

목차

I. 서론
 II. 이론적 배경
  1. 영어 학습전략
 III. 연구방법
  1. 연구대상
  2. 자료의 수집
  3. 자료의 분석방법
 IV. 분석 결과
  1. 수준별에 따른 영어 학습전략
  2. 수준별에 따른 영어 성취도
  3. 영어 학습전략과 영어 성취도의 상관관계
 V. 결론
 Works Cited
 Abstract

키워드

저자

• 박지순 [ Park, Ji soon | 충북대학교 ]
• 나경희 [ Kyeong-Hee Rha | 충북대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810