원문정보
Analysis of EFL Middle School Students’ English Achievement by Their Learning Strategies in Level-Differentiated Classes
초록
영어
The purpose of this research was to examine what kinds of English learning strategies middle school students in level-differentiated classes used, and to analyze the relationship between their strategy use and English achievement. Participants consisted of 371 students (213 boys, 158 girls). Strategies Inventory for Language Learning (Oxford, 1990) was used, and students’ project work, midterm, and final exam were also used for data analysis. The followings are the results of this research. First, the cognitive strategy was used among the students in groups A and B, and students in group C most frequently used the metacognitive strategy. On the other hand, the affective strategy was least frequently used by the students in all groups. Second, their achievement was the highest in class A and then class B. Lastly, it was found that English learning strategies have effects on the improvement of the students’ English achievement. It is expected that better English achievement would come out if strategies are efficiently used with consideration of students’ characteristics.
목차
II. 이론적 배경
1. 영어 학습전략
III. 연구방법
1. 연구대상
2. 자료의 수집
3. 자료의 분석방법
IV. 분석 결과
1. 수준별에 따른 영어 학습전략
2. 수준별에 따른 영어 성취도
3. 영어 학습전략과 영어 성취도의 상관관계
V. 결론
Works Cited
Abstract