Earticle

초록

영어

The purpose of this study is to investigate the factors that affect the use of English conversation learning strategies: sex, major, level, grade and credit score. Oxford's SILL(1990) was modified and administered to measure the stu-dents' strategy use. The questionnaire listed 45 learning strategies. The sub-jects were 181 Seowon University Students from various departments who were enrolled in English conversation classes. Major findings are as follows: boys used the compensation strategy more frequently than girls regarding sex(p<.05), but no significant difference as a whole. A significant difference was found in the use of cognitive learning strategy with respect to major(p<05), but no significant difference as a whole. A significant difference was revealed in the use of cognitive learning strategy regarding level (beginning, intermediate, ad-vanced courses) but no significant difference as a whole. No significant difference was found relating to grade, but the use of learning strategies increased as a whole according to the year of the grade. No significant difference was revealed in relation to credit score of English conversation, but there was an increasing tendency in the use of learning strategies as a whole.

목차

I. 연구의 필요성 및 목적
 II. 학습전략의 분류
 III. 연구방법
 IV. 결과 및 논의
  1. 신뢰도 분석 및 기술통계
  2. 학습전략의 기술적 통계
  3. 학습 전략과 남녀
  4. 학습전략과 전공 계열
  5. 학습전략과 학습능력(초급, 중급, 고급)
  6. 학습전략과 학년
  7. 학습전략과 학업 성적
 V. 결론
 참고문헌
 ABSTRACT
 부록

저자

• 송석요 [ Song, Seokyo | 서원대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810