Earticle

초록

영어

This study sought to explore the structural relationships between factors possibly impacting the L2-English listening proficiency of Korean elementary-school students. A total of 201 fifth-grade students from three different schools in a local area participated in this study. The data were collected by means of a series of questionnaires and L2 listening proficiency tests and were analyzed by factor, multiple regression and structural equation modeling (SEM) analyses. First, six potential factors in L2 listening were identified as follows; motivation and learning attitude, cognition and memory, metacognition, compensation, anxiety, and L1 faculty. Secondly, motivation and attitude in L2 was the most significant variable for predicting young learners’ L2 listening ability. That is, L2 learners with positive attitudes and strong motivation were predicted to be the most successful L2 listeners. Furthermore, based on the SEM analysis, motivation and attitude, and cognition and memory which stimulated the use of listening strategies such as metacognition and compensation had significant structural relationships with L2 listening proficiency. In light of these results, discussion and pedagogical implications were addressed.

목차

I. Introduction
 II. Literature Review
  1. Motivation and Attitude
  2. Learning Strategies
  3. Anxiety
  4. L1 Faculty
 III. Methods
  1. Participants
  2. Measures and Procedures
 IV. Results
  1. Factors of L2 Listening Proficiency
  2. Predictors of L2 Listening Proficiency
  3. The Structural Relationship of the Factors of L2 Listening Proficiency
 V. Conclusion and Discussion
 References
 Appendix
 Abstract

키워드

저자

• Minchae Kim [ 김민채 | Chonnam National University ] First Author
• Seunghyun Baek [ 백승현 | Chonnam National University ] Corresponding author

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820