日本人大学生のリスニング : その特徴と問題点
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This paper attempts to clarify some factors affecting Japanese college EFL students' listening behavior, especially those factors which act negatively as sources of their listening difficulties. A group of Japanese college students took an EFL listening proficiency test consisting of three parts with different levels of linguistic and cognitive complexity. The results of the test were first analyzed quantitatively to see if there was any statistical difference among the three parts in the percentage of correct answers. The results were also analyzed qualitatively in terms of the three focal points: (1) input text, (2) text response options, and (3) skill operations. Upon the basis of the analyses, the paper maintains the importance of teaching both linguistic (such as the knowledge of colloquial expressions) and cognitive aspects of listening (such as the utilization of an appropriate schema).
- 外国語教育メディア学会の論文
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