Earticle

초록

영어

Note-taking tasks can be considered a process to achieve communication by helping learners organize linguistic information they strive to convey through cognitive activities. To successfully communicate, learners must develop various linguistic and cognitive skills, such as advanced listening proficiency and the reconstruction of intended stories. This study aims to discover the major types of errors affecting university-level learners’ note-taking activities and a teacher’s scaffolding guidance in order to foster note-taking skills and learning strategies. Seventy-nine university students enrolled in an audio visual English class took part in this study. They were required to routinely carry out note-taking activities by watching both CNN news reports and academic lectures dealing with social issues. This study found that the learners routinely missed a substantial number of content words despite repetitive note-taking tasks. In addition, important phrases were omitted due to variations in pronunciation, unfamiliar proper nouns, and complex numbers. It was also revealed that students appeared to struggle with several abbreviations and symbols when reconstructing the meaning of the information. In order to tackle these problems, various teaching strategies were introduced and implemented to increase note-taking effectiveness as well as maximize learners’ confidence and help them more accurately grasp the content. Based on these results, this study recommends providing structured scaffolding for learners to perform effective and efficient note-taking tasks. This will have a positive influence on learning strategies. It will also encourage students to actively participate in tasks and produce well-organized information on given subjects, which require linguistic information processing.

목차

Ⅰ. Introduction
Ⅱ. Literature Review
2.1 Role of Listening in Note-taking Tasks
2.2 Information Process in Note-taking Activities
2.3 Note-taking Strategies in Academic Settings
Ⅲ. Methodology
A. Participants and Materials
B. Research Instrument
Ⅳ. Results
A. Major Types of Errors in Academic Note-taking Activities for the Listening Task
B. Teacher’s Scaffolding Guidance for Improving Academic Note takingSkills
C. Changes of Learners’ Attitudes on Note Taking Activities
Ⅴ. Conclusions
References
Abstract

키워드

저자

• Bong-Gyu Kim [ Associate Professor, Mokpo National University ]

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