지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
This quasi-experimental study involved university-level Korean EFL and examined the effects of student-centered instruction to promote self-regulated learning, rather than teacher-centered lectures that Korean students were accustomed to, on (a) use of strategies for reading English and (b) reading comprehension in English. The treatment group was taught to improve English reading comprehension by means of the six reading strategies. The matched control group was taught to improve English reading comprehension via the content-oriented method asking comprehension questions. To eliminate teacher effects and materials effects as possible extraneous variables, the same teacher taught both classes, used identical reading materials, and kept the instructional methodologies distinct between the two groups of students. While the midterm reading comprehension test did not show significant differences between the treatment group and the control group, the final reading comprehension test certainly did. Also, the explicit strategy instruction changed the participants’ preference of strategy use significantly. The results indicated that the treatment group significantly outscored the control group in reading comprehension and strategy use. Detailed results and discussions are given.
목차
영문초록
I. Introduction
II. Literature Review
III. Method
IV. Results
V. Discussion
VI. Conclusions and Implications for Future Research
References
참고문헌 (36)
참고문헌 신청
1. [학술지(정기간행물)] - Alfassi,M / 2004 / Reading to learn: Effects of combined strategy instruction on high school students / The Journal of Educational Research 97 (4) : 171 ~ 184
2. [학술지(정기간행물)] - Allen,S / 2003 / An analytic comparison of three models of reading strategy instruction / International Review of Applied Linguistics 41 : 319 ~ 338
3. [학술지(정기간행물)] - Anderson,N.J / 1991 / Individual differences in strategy use in second language reading and testing / Modern Language Journal 75 (4) : 460 ~ 472
4. [단행본] - Anderson,N.J / 2005 / L2 learning strategies In Handbook of research in second language teaching and learning / Lawrence Erlbaum Associates : 757 ~ 771
5. [단행본] - Baker, L / 1984 / Metacognitive skills and reading / Lawrence Erlbaum Associates : 353 ~ 394
2. [학술지(정기간행물)] - Allen,S / 2003 / An analytic comparison of three models of reading strategy instruction / International Review of Applied Linguistics 41 : 319 ~ 338
3. [학술지(정기간행물)] - Anderson,N.J / 1991 / Individual differences in strategy use in second language reading and testing / Modern Language Journal 75 (4) : 460 ~ 472
4. [단행본] - Anderson,N.J / 2005 / L2 learning strategies In Handbook of research in second language teaching and learning / Lawrence Erlbaum Associates : 757 ~ 771
5. [단행본] - Baker, L / 1984 / Metacognitive skills and reading / Lawrence Erlbaum Associates : 353 ~ 394
이 논문의 저자 정보
이 논문과 함께 이용한 논문
Cooperative Strategic Reading Comprehension and Second Language Reading Development
Young-Geun Lee
응용언어학
2014
.09
Re-examining the Relationship between Strategy Use and L2 Reading Performance
Jeongsoon Joh
응용언어학
2013
.03
Factors Affecting L2 Learners’ Listening Comprehension and Their Listening Difficulty-Overcoming Strategies
Jihyun Jeon
응용언어학
2010
.12
언어 학습전략 사용의 변화와 학업 성취도
박찬규
언어학 연구
2010
.12
Production and Perception of English /r/ and /l/ by Korean Learners of English: An Experimental Study
Hyeon-Seok Kang
음성과학
1999
.11
최근 본 자료
댓글(0)
0