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Effects of Text Types and Tasks on Korean College Students' Reading Comprehension

Chun, Eunsil
한국영어교육학회 (Korea Association Of Teachers Of English)|2004.06|영어교육 (English Teaching)|제59권 제2호|pp. 75-100

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참고문헌

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Abstract

This paper examined the effects of text and task types on EFL student reading comprehension in English. Korean college students performed referent identification, semantic mapping, prediction, or question generation tasks while reading two passages (a narrative text and an expository text). After completion of the assigned tasks and the questionnaire, the recall test and the open-ended test were administered to measure the understanding of students at a literal level and at a deep, fundamental level. The recall was significantly better for the narrative than for the expository text in accord with the results from previous L1 reading research. The task type also affected student recall. Although the study failed to show statistically significant interaction between the two factors, a certain task seemed more helpful for the recall of a certain text type. Neither text type, nor task type affected the inference question scores, but similar tendency of interaction was noticed. As for the strategy usage, it seemed that the tasks induced the subjects to use more general, global level strategies such as ‘recognize text structure,’ compared with their normal reading.

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관련 논문AI추천

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