고등학교 영어 듣기 교육의 실태 및 인식조사 = A Study on the Realities and the Perceptions of English Listening Education in High Schools

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the realities and perceptions of English listening education at academic high schools in Gyeongsangnamdo province to improve English listening ability on the basis of the results. For this purpose, a survey was conducted with regard to teachers and students at 15 academic high schools in Gyeongsangnamdo province in connection with the four areas. The data collected were processed using frequency analysis, t-test, cross-tabulation analysis, correlation analysis, and regression analysis. First of all, the teachers` current instructional realities, perceptions, and remedial suggestions are as follows: First, as for the teachers` instructional status in the area of listening, they rarely gave listening education during regular classes mainly because of limited time due to the progress of textbooks. Second, as for the teachers` perceptions of the area of listening, they suggested that instruction in the area of listening should be emphasized in improving communicative competence in English. Some of the instructional materials for the area of listening that they regarded as ideal and, in which students felt the greatest interest included videos and popular songs. Third, as for the teachers` remedial suggestions in the area of listening, they suggested that listening instruction should be improved, specifically by developing diverse textbooks and teaching materials in the area and by distributing differentiated listening textbooks. Next, the students` current learning realities, perceptions, and remedial suggestions are as follows: First, as for the students` learning status in listening, they showed that they didn`t receive proper feedback after solving a problem in practice and most of them made no personal development of listening comprehension out of regular classes. Second, as for the perceptions for listening, the responses of students` perceptions were equal to those of teachers` perceptions. Third, as for the remedial suggestions for listening, the responses of students` remedial suggestions were equal to those of teachers` remedial suggestions. Finally, the results concerning correlation and regression analysis of the areas for teachers and students are as follows: First, as for the factors affecting the teachers` teaching skills in the area of listening, their performance in TOEIC was correlated with the skills. The findings from the regression analysis also confirmed its significant positive impact. Second, as for the factors affecting the students` learning skills in the area of listening, their experience of learning English at schools abroad or at language course centers and their performance in listening tests were correlated with the skills. The findings from the regression analysis also confirmed their significant positive impact.