CAJ | 학술논문

本文通过定量与定性相结合的研究方法,对计算机化听力理解选择题测试3种题干输入模式,即听觉输入模式、视觉（文本）输入模式和视听输入模式下的学生成绩和做题过程进行比较,结果表明,题干输入模式对考生听力成绩有显著影响,进一步的调查发现,题干输入模式对高水平受试无显著影响,对中水平受试的影响最为显著。研究还发现,在3种题干输入模式下,高中低水平学生使用不同的信息处理模式、听力策略和考试策略以及在工作记忆上的不同表现,是造成差异的主要原因。
본문통과정량여정성상결합적연구방법,대계산궤화은력리해선택제측시3충제간수입모식,즉은각수입모식、시각（문본）수입모식화시은수입모식하적학생성적화주제과정진행비교,결과표명,제간수입모식대고생은력성적유현저영향,진일보적조사발현,제간수입모식대고수평수시무현저영향,대중수평수시적영향최위현저。연구환발현,재3충제간수입모식하,고중저수평학생사용불동적신식처리모식、은력책략화고시책략이급재공작기억상적불동표현,시조성차이적주요원인。
This essay reports on an empirical study that compared the performance and processes of taking computer-based English listening comprehension MCQ test in audio stem-input mode, the visual stem-input mode and the audio and visual stem-input mode. It is found that the stem-input mode has no significant effect on the high proficiency students while it exerts more significant effect on the medium proficiency students. Different information processing approaches and test-taking strategies of the students at different proficiency-levels and their different capacity of working memory account for the main reasons of the effect.