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This study considers how a content-centered approach affects learning of word combinations in undergraduate English reading classes. It also deals with the effect on retaining word combinations in long-term memory. Word combinations are so naturally and sequentially connected that they are regarded as one chunk, for example read a book or what's going on. This study suggests a content-centered approach for acquiring word combinations, and examines its effectiveness in retention of long-term memory. To verify this suggestion, the study observes an experimental group focused on content-centered word combinations, and a control group from a common reading class based on student presentations. Assessment is carried out through first and second tests, word combination test of long-term memory. Results show that two groups have positive effects on students' reading comprehension development. Results also show that a content-centered approach is helpful for improving students’ reading comprehension ability, and that student satisfaction with this approach was high.
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참고문헌 (31)
참고문헌 신청
Babbitt, M. / 2000 / Content-based college ESL instruction / Lawrence Erlbaum Association : 26 ~ 47
Benesch, S. / 1988 / Ending remediation : Linking ESL and content in higher education. Alexandria / Teachers of English to Speakers of Other Languages
Blanton, L. L. / 1992 / A holistic approach to college ESL : Integrating language and content / ELT Journal 46 (3) : 285 ~ 293
Brinton, D. M. / 1989 / Content-based second language instruction / Harper & Row
Carney, P. / / Collocations
Benesch, S. / 1988 / Ending remediation : Linking ESL and content in higher education. Alexandria / Teachers of English to Speakers of Other Languages
Blanton, L. L. / 1992 / A holistic approach to college ESL : Integrating language and content / ELT Journal 46 (3) : 285 ~ 293
Brinton, D. M. / 1989 / Content-based second language instruction / Harper & Row
Carney, P. / / Collocations
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