초록 열기/닫기 버튼
The present study investigates the way Korean secondary learners of English use strategies to solve listening difficulties and any differences in the way, depending on the learners’ listening proficiency and text difficulty. Twenty learners with two levels of listening proficiency provided both think-aloud and retrospective reports while listening to four spoken texts of two different levels of difficulty. There were five patterns, in which the learners utilized strategies to tackle listening difficulties. The more proficient learners made a more successful use of the strategies. They also used strategies not essential to solving the difficulties, but meaningful in terms of their listening experiences. The less proficient learners’ use of strategies targeted difficulties to some extent, but theirs was characterized by a deficiency despite the presence of the difficulties. The learners, regardless of their proficiency levels, employed strategies to resolve difficulties at hand and made more successful uses of the strategies when dealing with the more difficult texts.
키워드열기/닫기 버튼
listening difficulty, strategy use
