동영상 기반 영어 듣기평가의 자막 유형이 EFL 학습자의 영어 듣기 이해력에 미치는 영향 비교 분석 (A comparative analysis of effects of subtitle types used for video-assisted English listening test on EFL learners’ listening comprehension.)

서지정보

· 발행기관 : 한국영어평가학회
· 수록지 정보 : 영어평가 / 17권 / 1호 / 89 ~ 114페이지
· 저자명 : 문종근

초록

The aim of this study was to conduct comparative analysis of effects of subtitle types used for video-assisted English listening tests on learners’ listening comprehension. A total of 59 Korean middle school students in their 3rd year participated in the experiment, which was carried out under three conditions: (a) control group (no subtitles), (b) full subtitles, and (c) keywords. Also, in order to find interaction between types of subtitles and learners’ proficiency levels, participants were divided into three proficiency levels: (a) beginning-level, (b) intermediate-level, and (c) advanced-level. Students took a video-mediated English listening test; while students were watching five different video clips matched to their condition, they answered to 20 items given in the form of a paper-based test.
The outcomes were analyzed by a two-way ANOVA analysis, and there are significant differences between the control and full subtitle group, and between the control and keyword group. In addition, the results show that full subtitles and keywords helped EFL learners’ listening comprehension in post-test. After the posttest, all students completed a questionnaire and their responses indicated that they benefited from authentic video clips regardless of subtitle types. Some practical implications of these results on English listening tests were discussed.

영어초록

The aim of this study was to conduct comparative analysis of effects of subtitle types used for video-assisted English listening tests on learners’ listening comprehension. A total of 59 Korean middle school students in their 3rd year participated in the experiment, which was carried out under three conditions: (a) control group (no subtitles), (b) full subtitles, and (c) keywords. Also, in order to find interaction between types of subtitles and learners’ proficiency levels, participants were divided into three proficiency levels: (a) beginning-level, (b) intermediate-level, and (c) advanced-level. Students took a video-mediated English listening test; while students were watching five different video clips matched to their condition, they answered to 20 items given in the form of a paper-based test.
The outcomes were analyzed by a two-way ANOVA analysis, and there are significant differences between the control and full subtitle group, and between the control and keyword group. In addition, the results show that full subtitles and keywords helped EFL learners’ listening comprehension in post-test. After the posttest, all students completed a questionnaire and their responses indicated that they benefited from authentic video clips regardless of subtitle types. Some practical implications of these results on English listening tests were discussed.

참고자료

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