The Effects of Dictation Practice in English Listening Classes

• 발행기관: 한국영어어문교육학회
• 저자명: Eun-Hee Nam
• 간행물 정보: 『영어어문교육』영어어문교육 제15권 제4호, 177~197쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2009.12.30

영문 초록

This study investigated the effects of dictation practice, in terms of listening proficiency and the use of listening strategy. The research was implemented for 15 weeks with 89 freshmen and sophomores at a Korean university. The subjects were divided into an experimental group and a control group. All conditions were the same in both groups, except that the experimental group had dictation practice on a regular basis in their listening classes through one semester. For the purpose of the study, two research questions were set, 1) Dose dictation practice improve listening proficiency? 2) What are the differences in the use of listening strategies between the two groups? Does dictation practice make the participants use different listening strategies? A sample ROEIC listening test was conducted as a pre-test and post-test. A questionnaire was used to find out the differences in the use of listening strategies between the two groups. The results of this study reveal that there was no statistically difference in improvement between the two groups, however, the experimental group scored much higher on the post-test than the pre-test compared with the control group. In regard to listening strategies, among 6 listening strategies, the use of metacognitive listening strategies had a significant difference between the two groups. On the bases of the results, the study suggested some guidelines for dictation practice in EFK listening classes and called for more studies on its effects.

키워드

dictation practice listening proficiency listening strategy TOEIC listening comprehension test