듣기 불안, 듣기 전략 사용과 한국 중학교 학생들의 듣기 평가 점수의 관계에 대한 연구

Abstract

The purposes of the present study were twofold. The primary aim was to identify age-related differences among the Korean middle school learners of English belonging to 1st, 2nd, and 3rd grade, in terms of listening anxiety and listening strategy use. The secondary goal was to investigate differential impacts of listening anxiety and listening strategy use on the Korean middle school L2 learners’ listening test scores. For these dual purposes, this study employed reliable and valid questionnaires designed to measure the participants’ listening anxiety and listening strategy use. The second semester listening test scores of the participants were utilized as a dependent variable for this study. In order to test mean differences among the three groups, one-way ANOVA was conducted, which demonstrated that there were no statistically significant differences among the groups in terms of listening anxiety. On the other hand, it was also found that there were statistically significant differences, albeit small effect sizes, among the groups only in both areas of memory and affective strategy use. In addition, the correlation analysis was also implemented to compute the differential relationships between the listening anxiety and the listening strategy use. The subsequent regression analysis revealed that listening test score of each group was differentially influenced by a varied combination of listening strategy factors.