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  • 저자

    김민경

  • 학위수여기관

    한국외국어대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    영어교육전공

  • 지도교수

    김해동

  • 발행년도

    2014

  • 총페이지

    101 p

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13538877&outLink=K  

  • 초록

    The Effect of Using Note-taking Strategy on English Listening Ability The purpose of this study is to investigate the effect of applying note-taking strategy while taking English listening test on English listening ability for high school students. Fifty three students in a specialized girls' high school located in Seoul were selected as an experiment group for this research. They are divided into two groups: 27 students with note-taking on English listening test and 26 students with no note-taking on English listening test. The experiment was conducted for 10 periods during five weeks. The study tools are consisted of pre and post surveys, pre and post tests, forms of note-taking which is divided into a typical structured note-taking tool and a free styled note-taking tool. The major results obtained from this study are as follows. First, there was a significant difference on the scores of English listening test between the students who utilized the note-taking strategy more and the students who utilized the note-taking strategy less. This showed that the higher frequency of using note-taking, such as 'above average' group affected the scores on English listening test better than the lower frequency of using note-taking, such as 'below average' group. Furthermore, students who used note-taking on 'more than six questions' were better than the students who used note-taking on 'less than five questions' in English listening test. Second, there was a direct correlation according to the results of Pearson's correlation analysis between recognition of note-taking and scores of post English listening test. Besides, there was a statistically big difference on scores of English listening test between the students with positive recognition about note-taking and the students with negative recognition about note-taking on English listening test. Third, there was a certain method of note-taking for students which could be effective to get the right answer on English listening test. Besides, it turned out that an abbreviation method showed the highest percentage of correct answers and figure method was the lowest percentage of correct answers. Fourth, question patterns like factual comprehension, inferential comprehension, synthetic comprehension, application showed a significant difference on a percentage of correct answers from students accompanied by five note-taking methods like figure, outline, sign or mark, abbreviation, writing in Korean. Based on the above results, the implications of this study for the educational field of English listening test are as follows. First, the experiment period can be important for the reliable effectiveness of using note-taking strategy. The period of experiment of this study was not sufficient by way of 10 periods. Students can use a typical structured note-taking tool more easily rather than a free styled note-taking tool which needs more complicated way of writing. Second, designing of note-taking method can be a variable of proving effectiveness on this research. The teachers need to consider the level of students when they teach the note-taking method to them. The type of listening test can be a factor which determine the proper note-taking method. In other words, the effectiveness of note-taking can be altered depends on the type of listening test. Third, the note-taking methods students prefer also can be altered by the level of students' English listening ability. Based on this study, students who were good at English listening seemed to select more complicated method like figure note-taking or outlining note-taking rather than using sign and mark note-taking, or abbreviation or writing in Korean. Thus, the teacher should design the note-taking method in the light of students' levels of English listening. As a teacher, introducing useful learning strategies to their students in the class would be an important responsibility. As this study showed, applying note-taking strategy on the English listening test is a helpful tool of improving the scores of English listening test. What is more important is the teacher should show their abilities of make students to apply the proper note-taking method on the English listening test to suit the situations. Therefore, it is crucial to consider the variables like the level of students, the type of listening test and amount of practice of note-taking.


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