Listening Strategy Use Observed Among Korean Secondary Learners of English

다국어 초록 (Multilingual Abstract)

This paper investigates the listening comprehension strategies used by Korean learners of English. Twenty learners at two levels of listening proficiency participated in the study. They verbalized while listening to four spoken texts of two levels of difficulty. This was followed by retrospection of their previous verbal reports. The data were analyzed both qualitatively and quantitatively. The learners employed twenty types of strategies while listening. The more proficient learners accessed a wider variety of strategies in their repertoires. The less proficient learners’ strategy use was rather limited in its types when listening to more difficult texts, but they could access their strategic resources when listening to easier texts. The learners’ access to a strategy repertoire depended on how much and how successfully they comprehended the input. Based on these findings, the priority in English classrooms should be placed on improving the learners’ basic decoding skills rather than on teaching strategy use. Input within the grasp of the learners’ comprehension should be introduced. Strategy training should be conducted according to the learners’ overall listening proficiency.

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