대한언어학회The Linguistic Association of Korea

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제목 The Effects of Listening Encoding Strategy Use on Korean EFL Learners’ EAP Listening Comprehension
저자 Hyun Ji Cha
권/호 제24권 / 2호
출처 73-100
논문게재일 2016.06.30.
초록 Cha, Hyun Ji. (2016). The Effects of Listening Encoding Strategy Use on Korean EFL Learners EAP Listening Comprehension. The Linguistic Association of Korea Journal, 24(2), 73-100. The present study examined intermediate EFL Korean College students academic listening comprehension when they listened to different types of EAP (English for academic purposes) listening texts such as lectures and academic seminars. The current study would examine whether there would be any differences between lecture listening and academic seminar listening. This study would look into what impact these listening encoding strategies would have on listening comprehension. Their performance was based on several tests such as recognition tests, free recall tests and cued recall tests. The results presented that there was a statistically difference between note-taking and listening-only. Note-taking significantly influenced EFL college learners academic listening comprehension. There was a statistically significant effect of proficiency on listening comprehension. Learners in the high-intermediate level performed better on listening comprehension than those in the low-intermediate level. The result revealed a significant difference between outlining and listening-only in recognition tests. Outlining was statistically different from note-taking in free recall tests. In addition, a significant difference between note-taking and listening-only in free recall tests was detected. The result showed a significant difference between outlining and note-taking on academic listening of free recall tests. There was a significant difference between note-taking and listening-only on academic listening of free recall tests. High-intermediate learners reported that in academic seminars and lectures, note-taking strategy was useful. For high-intermediate learners, guiding outline to listening to academic seminars and lectures was helpful. High-intermediate listeners were likely to outperform other groups in cued recall tests and reported this test as the easiest one.
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