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논문 기본 정보

자료유형
학술저널
저자정보
Su-Ja Kang (Pai Chai University)
저널정보
한국중원언어학회 언어학 연구 언어학연구 제49호
발행연도
2018.10
수록면
511 - 528 (18page)

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초록· 키워드

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The purpose of this study was to explore how L2 speakers manage their listening comprehension problems with interlocutor(s) during English communication. The participants were Korean students studying in the USA. The data was collected through interviews, observations and recordings of conversations, and stimulated recalls. The findings of inductive data analysis showed that listening comprehension problems were managed by feigning communication strategies (CCS) and explicit request CSs. Feigning CSs were employed when the participants gave up understanding the problematic utterance while explicit request CSs were used when they attempted to achieve their goal of understanding the problematic message. Explicit request CSs were classified into (1) requests for repetition, (2) requests for meaning, (3) requests for spelling, (4) requests for example, (5) requests for clarification, and (6) requests for confirmation. Drawing on the role of explicit request CSs in language learning and the need for practicing strategy use, I suggest that teachers should teach L2 learners the six types of identified explicit request CSs and encourage them to use these CSs.

목차

1. Introduction
2. Literature Review
3. Method
4. Findings and Discussion
5. Conclusion
References

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