고등영어 교과서의 듣기활동과 영어듣기평가 상관관계 연구

서지정보

ㆍ발행기관 : 한국외국어교육학회 ㆍ수록지정보 : 외국어교육 / 14권 / 2호
ㆍ저자명 : 문진희, 이희경

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구대상 및 연구도구
Ⅳ. 연구결과 및 논의
Ⅴ. 결론 및 제언
참고문헌

영어 초록

This study is to investigate the relationship between teaching and testing restricted on English listening comprehension processing. 726 listening activities in three textbooks of High School English and 80 questions in four nationwide English listening comprehension tests for high-school first grades were analyzed and classified into micro-skill categories of top-down, bottom-up and interactive processing. The results revealed that the tests put emphasis on the top-down processing in contrast to overemphasis of the textbooks on the bottom-up processing, whereas interactive processing took up a small portion both in the textbooks and tests. While the number of questions requiring bottom-up processing reduced in the tests, all the questions of bottom-up processing were focused only on one specific micro-skill, comprehending details. Further, despite diverse demonstrations of top-down micro-skills, each micro-skill question for top-down processing in the tests took some specific forms, which might lead students only to studying for preparation for the specific forms rather than for enhancing general comprehension abilities. Further pedagogical suggestions and implications for listening teaching were suggested.

참고 자료

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