고등영어 교과서의 듣기활동과 영어듣기평가 상관관계 연구 A study on the relationship between the listening activities in the high school English textbooks and nationwide listening comprehension tests
pp.233-256
This study is to investigate the relationship between teaching and testing restricted on English listening comprehension processing. 726 listening activities in three textbooks of High School English and 80 questions in four nationwide English listening comprehension tests for high-school first grades were analyzed and classified into micro-skill categories of top-down, bottom-up and interactive processing. The results revealed that the tests put emphasis on the top-down processing in contrast to overemphasis of the textbooks on the bottom-up processing, whereas interactive processing took up a small portion both in the textbooks and tests. While the number of questions requiring bottom-up processing reduced in the tests, all the questions of bottom-up processing were focused only on one specific micro-skill, comprehending details. Further, despite diverse demonstrations of top-down micro-skills, each micro-skill question for top-down processing in the tests took some specific forms, which might lead students only to studying for preparation for the specific forms rather than for enhancing general comprehension abilities. Further pedagogical suggestions and implications for listening teaching were suggested.
Ⅱ. 이론적 배경
Ⅲ. 연구대상 및 연구도구
Ⅳ. 연구결과 및 논의
Ⅴ. 결론 및 제언
참고문헌