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.

This study aims to investigate the effects of various types of input modification on English listening comprehension by Korean high school students. The participants of the study were assigned to three different types of listening input: one time listening, repetitive listening, and elaboration. They listened to five types of genres such as descriptive, narrative, comparison/contrast, causal/evaluation, and problem/solution This study examined how these different types of input and genres affect the students’ listening comprehension in terms of comprehension of main ideas and details, and inference, The results of the study revealed that different types of input modification and repetition influenced the students’ listening comprehension. For instance, repetitive listening and elaboration did not have a significant effect on the high-level students’ listening comprehension, whereas these types of input resulted in improvement in the low-level students’ listening comprehension. In addition, different input types had effects on the students’ listening comprehension according to the students’ proficiency levels. On the basis of the results, some pedagogical implications on the teaching of listening skills are presented.

The goal of this study was to explore foreign language learner anxiety and strategy use associated with English listening and reading. For the purpose of the study, 98 high school freshmen took the test designed to measure their listening and reading comprehension. The participants were also asked to respond to the questionnaire items constructed to measure their anxiety and strategy use in English listening and reading. For data analysis, correlation and multiple regression analyses were performed. The study found that the students’ listening and reading anxiety showed strong, inverse correlations with their listening and reading proficiency. The students’ listening and reading skills were found to be more influenced by anxiety than by strategy use. The findings of the study are presented and discussed in more detail. The pedagogical implications of the findings are also discussed, along with some suggestions for future research.

본 연구는 모의TOEIC 듣기성적과 성별에 따라 영어듣기학습자가 듣기학습에서 사용한 듣기전략의 차이점과 영어듣기학습에서 사용한 듣기전략과 성별이 모의TOEIC 듣기성적에 어떻게 영향을 미치는가를 알아보기 위한 것이다. 이를 위하여 연구 설문을 Oxford(1990)의 듣기학습전략 중, 모의TOEIC 듣기전략에 알맞은 45개의 항목으로 구성하였다. 모의TOEIC을 치른 강원도 원주 소재 대학교의 남녀 대학생학습자 107명을 대상으로 설문을 실시하였다. SPSS 23 프로그램을 이용 하여 신뢰도, 빈도분석, 평균비교, 상관관계, 회귀분석을 실시하였다. 연구의 주요결과는 다음과 같다. 첫째, 모의TOEIC 듣기성적 Level Ⅱ집단이 Level Ⅰ집단보다 기억전략, 인지전략, 상위인지전략, 보상전략, 정의적 전략을 더 많이 사용하였고, 집단 간 통계적으로 유의미한 차이가 나타났다. 둘째, 남자대학생학습자가 여자대학생학습자보다 정의적 전략을 제외한 기억전략, 인지전략, 상위 인지전략, 보상전략 등을 많이 사용하였다. 그러나 보상전략을 제외한 나머지 전략들에서는 통계 적으로 성별에 따른 유의미한 차이가 나타나지 않았다. 셋째, 성별은 모의TOEIC 듣기성적과 상관 관계를 가지지 못하였다. 넷째, 영어듣기학습에서의 듣기전략의 사용은 모의TOEIC 듣기성적과 상관관계를 가지고, 특히 인지전략과 보상전략의 사용은 모의TOEIC 듣기성적에 많은 영향을 미쳤다.