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RISS 인기검색어
- 검색키워드
- 저자 : Jungja Hwang (검색결과 2 건)
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The Impact of Using Advance Organizers On EFL College Students' Listening Comprehension
Jungja Hwang 경희대학교 2015 국내석사
ABSTRACT Jungja, Hwang Department of British-American Language & Culture Graduate School of Kyung Hee University Listening plays a significant role in the language acquisition process and in communication, and its development as a foreign language skill has gradually become of a chief concern to foreign language learners. In spite of its importance, EFL learners often regard listening as the most difficult language skill. The purpose of this study was to investigate what kind of advance organizers is the most effective in making aural input more comprehensible to Korean EFL college students, and to identify their attitudes towards various listening aids. The study focuses on the effects of three different types of written advance organizers, including key Vocabulary Previewing (VP), key Phrases or Sentences Previewing (PSP), and key Questions Previewing (QP) on EFL learners’ listening comprehension. A total of fifty-three second-year college school students with low listening proficiency in two intact classrooms were assigned to one control group and one experimental group at the beginning of the second term in 2014. Prior to the treatment, the experimental and control groups were pretested. During the 12 week long class taught 3 hours a week, the experimental group received a list of vocabulary items (Vocabulary Pre-teaching, VP), a list of key phrases or sentences (Phrases or Sentences Previewing, PSP), and a list of key questions (Question Previewing, QP). The control group did not receive any kind of advance organizer. After the treatment, the experimental group was again measured on a posttest to compare their improvement in listening comprehension using a standardized TOEIC. The results of the statistical analysis were calculated (Independent t-tests, Dependent t-tests, and ANOVA) with SPSS 20.0 and revealed that students who received advance organizers demonstrated statistically significant improvement on the listening comprehension posttest. However, the control group was statistically meaningful. The results showed that the most effective type of activity was VP, followed PSP. The interviews with the students also revealed that they thought that vocabulary pre-teaching is the most effective activity. It is concluded that allowing students to study vocabulary and phrases and sentences before a test could improve their vocabulary knowledge. Based on the students’ responses in the questionnaire and reports in their interviews, using an advance organizer in English class is effective to help listening comprehension of Korean college students. The results suggest that instructors, and especially those who teach college students in Korea, should think about using diverse advance organizers, but should also give attention to the kind of advance organizer they choose in order to maximize the improvement of the English listening comprehension of their learners.
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