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Prediction Abilities vs. Content Schema in Explaining Korean EFL Learners’ Reading Comprehension

박준희|강유선
한국영어교육학회 (Korea Association Of Teachers Of English)|2018.09|영어교육 (English Teaching)|제73권 제3호|pp. 77-94|DOI 10.15858/engtea.73.3.201809.77

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참고문헌

키워드

reading comprehensionKorean EFL learnersprediction abilitiescontent schemapre-reading strategiesfactual comprehensioninferential comprehension
주제분류영어와문학

초록

As research evidence for the facilitative effects of reading strategies on reading comprehension has been accumulating, research and pedagogical interests in pre-reading strategies such as prediction and schema activation are increasing. Yet, little research evidence of how actual performance on such tasks may be related to reading comprehension is sparse. This study explores whether prediction abilities and content schema are related to Korean middle school EFL learners’ reading comprehension abilities in English, and whether such potential relations may differ for factual and inferential comprehension. The study participants were one hundred thirty-seven Korean seventh grade students, and their performance on schema activation, prediction, and reading comprehension abilities was investigated, while controlling for their overall language proficiency and literacy skills. The findings indicated that although both prediction abilities and content schema facilitated reading comprehension, prediction abilities were a relatively stronger predictor of both factual and inferential comprehension. The results further suggest the need to provide effective trainings on pre-reading strategies.

Abstract

As research evidence for the facilitative effects of reading strategies on reading comprehension has been accumulating, research and pedagogical interests in pre-reading strategies such as prediction and schema activation are increasing. Yet, little research evidence of how actual performance on such tasks may be related to reading comprehension is sparse. This study explores whether prediction abilities and content schema are related to Korean middle school EFL learners’ reading comprehension abilities in English, and whether such potential relations may differ for factual and inferential comprehension. The study participants were one hundred thirty-seven Korean seventh grade students, and their performance on schema activation, prediction, and reading comprehension abilities was investigated, while controlling for their overall language proficiency and literacy skills. The findings indicated that although both prediction abilities and content schema facilitated reading comprehension, prediction abilities were a relatively stronger predictor of both factual and inferential comprehension. The results further suggest the need to provide effective trainings on pre-reading strategies.

참고문헌 (51)

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