쉐도잉 듣기 전략이 학습자들의 청취능력과 이상적 L2자아에 미치는 영향

Abstract

This study examined the effect of the shadowing listening strategy on L2 learners’ listening ability and heir ideal L2 self. Seventy two first-year university students enrolled in a basic TOEIC course were selected as participants. They attended shadowing listening sessions once a week for a total of eight weeks. To examine changes in listening proficiency according to learners’ listening skill levels, a pre-and post-shadowing activity TOEIC practice test was administered, specifically targeting the listening section. Pre- and post-session questionnaires were also administered to assess changes in the ideal L2 self. The research findings are as follows: The shadowing learning method did not have a significant effect on improving the listening ability of high-level learners, but it had a statistically significant positive effect on the listening ability of low-level learners. Similarly, it had a statistically significant positive impact on the ideal L2 self of only low-achieving L2 learners. The research showed that the shadowing learning method positively influenced the ideal L2 self of low-level L2 learners, motivating them towards self-regulated learning.