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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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This study sought to investigate the effects of typological input enhancement, explicit instruction, and topic familiarity on Korean college students’ learning of the passive form and reading comprehension. To this end, six classes of 157 Korean EFL college students were assigned to six groups. They were first asked to take a pretest, and were given two-stage treatments. The first stage was concerned with two-hour topic familiarity training provided for half of the six groups. The second stage involved two input enhancement treatment sessions. After each of the input enhancement treatment session, a written recall task was conducted in order to see what the participants could recall from the reading. Following all treatments, the experimental groups completed a form recognition posttest. The findings showed that the groups provided with enhanced texts with explicit instruction received significantly higher scores on the form recognition posttest, whereas topic familiarity training had no significant effect on learners’ processing of grammatical forms. Furthermore, the results of the free recall task showed that regardless of explicit instruction, the students with the enhanced texts outperformed those with the unenhanced texts on reading comprehension. Theoretical and pedagogical implications are discussed.
목차
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. 연구 결과 및 논의
Ⅴ. 결론 및 제언
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참고문헌 (70)
참고문헌 신청
1. [학위논문] - 제선미 / 2014 / 입력 강화, 명시적 지시 및 주제 친숙도가 목표문법 학습과 지문 이해도에 미치는 영향 / 박사 / 부경대학교
3. [단행본] - Alanen, R. / 1995 / Attention and Awareness in Foreign Language Learning / University of Hawaii Press : 259 ~ 302
4. [단행본] - Alderson, C. / 2000 / Assessing Reading / Cambridge University Press
5. [단행본] - Anderson, C. / 1984 / Handbook of Reading Research / Longman : 255 ~ 291
6. [학술지(정기간행물)] - Bügel, K. / 1996 / Sex Differences in Foreign Language Text Comprehension: The Role of Interests and Prior Knowledge / The Modern Language Journal 80 (1) : 15 ~ 31
3. [단행본] - Alanen, R. / 1995 / Attention and Awareness in Foreign Language Learning / University of Hawaii Press : 259 ~ 302
4. [단행본] - Alderson, C. / 2000 / Assessing Reading / Cambridge University Press
5. [단행본] - Anderson, C. / 1984 / Handbook of Reading Research / Longman : 255 ~ 291
6. [학술지(정기간행물)] - Bügel, K. / 1996 / Sex Differences in Foreign Language Text Comprehension: The Role of Interests and Prior Knowledge / The Modern Language Journal 80 (1) : 15 ~ 31
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