日本の大学生のリスニング・ストラテジー使用と習熟度の関係(Part I)

概要

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The current study reports on the relationship between test takers' reported use of listening strategies and their listening comprehension proficiency. The participants were 1,008 college-level EFL learners classified into three groups of proficiency levels: high, intermediate, and low. Findings showed that the high-level listeners apparently preferred the use of metacognitive strategies involving selective attention, advance organization and self-management as well as cognitive strategies such as top-down and inferencing. On the other hand, the low-level listeners appeared to be able to use only a limited number of LSs. What they mainly used were the bottom-up cognitive strategies, and inferencing. As for the intermediate listeners, in the use of LSs such as advance organization and self-management of metacognitive strategies, they showed similar tendencies to high-level listeners, while in the use of other LSs such as inferencing, they were similar to the low-level listeners. The most marked characteristic displayed by the intermediate listeners was the use of translation while listening. These findings provide much food for thought for SLA researchers and teachers, particularly in compiling an effective list for instruction on listening strategies.
2013-03-31