딕토글로스 듣기학습이 토익 듣기 파트별 성취도와 수업태도에 미치는 영향—하위집단 중심으로 (The Effects of Dictogloss Listening Activity on Each Part of TOEIC LC and Learning Attitude: Focusing on Low Proficiency Level Learners)

서지정보

· 발행기관 : 21세기영어영문학회
· 수록지 정보 : 영어영문학21 / 27권 / 2호 / 273 ~ 291페이지
· 저자명 : 주미란

초록

The purpose of this study is to examine the effect of dictogloss on listening scores of each TOEIC LC part and it is focused on low English ability level learners. In this study, 35 university students were chosen for the experimental group and 31 for the control group. Listening classes were run for three weeks two hours a day and dictogloss activity was carried out about 40 minutes a day.
First, the Experimental group students' scores were spectacularly increased part 1 and part 2, and this group showed significant difference compared to the control group in part 2. This indicates that dictogloss can improve part 2. Second, dictogloss activity had positive effects on interest and self-confidence level, but statistically there was significant difference in interest only. This indicates that low level learners can pay attention to classes more and get more motivation through dictogloss activity.
According to these results, to foster an environment where low level students can actively take part in the activity, simple and interesting material should be adequate at the beginning stages, and gradually complex and harder text should be used. part1 and part2 are composed of shorter and simple sentences and require more bottom-ups skill than top-down skills.

영어초록

The purpose of this study is to examine the effect of dictogloss on listening scores of each TOEIC LC part and it is focused on low English ability level learners. In this study, 35 university students were chosen for the experimental group and 31 for the control group. Listening classes were run for three weeks two hours a day and dictogloss activity was carried out about 40 minutes a day.
First, the Experimental group students' scores were spectacularly increased part 1 and part 2, and this group showed significant difference compared to the control group in part 2. This indicates that dictogloss can improve part 2. Second, dictogloss activity had positive effects on interest and self-confidence level, but statistically there was significant difference in interest only. This indicates that low level learners can pay attention to classes more and get more motivation through dictogloss activity.
According to these results, to foster an environment where low level students can actively take part in the activity, simple and interesting material should be adequate at the beginning stages, and gradually complex and harder text should be used. part1 and part2 are composed of shorter and simple sentences and require more bottom-ups skill than top-down skills.

참고자료

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