The purpose of this study was to examine the effects of information transferring activity on listening comprehension and the affective domains of high school students. A total of 140 students participated in this study, and they were divided into two groups: The control group taught to follow traditional listening instruction, and the experimental group taught to transfer information in listening text to visual materials. The results showed that there was a statistically significant difference in understanding aural texts between the two groups, indicating the positive effects of the use of information transfer technique on listening comprehension. In addition, short-answer and multiple choice techniques produced different results, suggesting a significant test method effect on test results. Lastly, the participants provided generally positive responses to the usefulness of information transfer technique.

 I. 서론  II. 이론적 배경  III. 연구 방법   1. 연구 대상   2. 연구 도구  IV. 연구 결과   1. 활동 방식의 차이가 듣기 학습 결과에 미친 영향   2. 정보전이 활동 대한 학습자의 인식  V. 결론 및 제언  참고 문헌  부록 1  부록 2

• 이지영(이화여자대학교) | Lee, Ji Young
• 신상근( 이화여자대학교) | 신상근