고등학생의 영어듣기에 영향을 주는 요인에 대한 연구

Abstract

The purpose of this study is to examine the factors that affect English listening comprehension in high school students and find research methods students and teachers doing for the best teaching methods and learning strategies of the English listening. This thesis employs a qualitative case study of two high school students' inner monologue. Data were collected over a ten month period from written documents, audio-recordings, interviews of the students, observations of teachers, and a research methodology journal. According to their activity participation rate, data were analyzed to identify factors that affect English listening comprehension and examine difference between two students. Looking at diverse range of interactional contexts, this study provided contextually loaded explanations of why and how listening comprehension is not easy. Participants nominated linguistic factors, learning factors, psychological factors and strategic factors as hampering their current learning processes as well as product. These factors are classified according to the thirty-seven main factors that affect English listening comprehension, which are listed into eighteen categories. Among these factors, absence of the appropriate listening teaching was extended to their current learning situation. From the results, these factors tried to understand issues and concepts in pedagogical research that are related to teaching listening comprehension, appreciate factors that might make listening difficult for students. Finally, this study showed that these results and suggestions provided for better English listening comprehension of high school students.