본문 바로가기
KERD
논문KCI 등재

L2 독해 주제친숙도 향상 전략 연구 -개념도 사용을 중심으로-

The Effect of Topic Familiarity Enhancement Strategies on English Reading Comprehension Focusing on the Use of Concept Maps as a Pre-reading Strategy

전지현|이현정
한국언어과학회 (The Korean Association Of Language Sciences)|2016.02|언어과학 (Journal of Language Sciences)|제23권 제1호|pp. 151-172|DOI http://dx.doi.org/10.14384/kals.2016.23.1.151

0

조회

0

다운로드

6

인용

0

참고문헌

키워드

English proficiencyEnglish reading comprehensiontopic familiarity주제친숙도개념도 사용 주제친숙도 향상 전략텍스트 사용 주제친숙도 향상 전략영어독해영어능력사전 독해전략concept map-based topic familiarity enhancement strategytext-based topic familiarity enhancement strategypre-reading strategy
주제분류언어학

초록

This paper aims to investigate the effect of topic familiarity enhancement strategies(i.e. text-based topic familiarity enhancement strategy, concept map-based topic familiarity enhancement strategy) on English reading comprehension as well as the relationship between English proficiency and topic familiarity enhancement strategies. A total of 177 college students who were divided into three groups(high, middle, low English proficiency groups) participated in the study and one-way ANOVA and two-way ANOVA were employed to analyze the collected data. The results showed that a concept map-based topic familiarity enhancement strategy had influence on English reading comprehension while a text-based one did not. Also, there were an interactional effect between topic familiarity enhancement strategies and English proficiency on English reading comprehension. Pedagogical implications and directions of further studies were presented.

Abstract

This paper aims to investigate the effect of topic familiarity enhancement strategies(i.e. text-based topic familiarity enhancement strategy, concept map-based topic familiarity enhancement strategy) on English reading comprehension as well as the relationship between English proficiency and topic familiarity enhancement strategies. A total of 177 college students who were divided into three groups(high, middle, low English proficiency groups) participated in the study and one-way ANOVA and two-way ANOVA were employed to analyze the collected data. The results showed that a concept map-based topic familiarity enhancement strategy had influence on English reading comprehension while a text-based one did not. Also, there were an interactional effect between topic familiarity enhancement strategies and English proficiency on English reading comprehension. Pedagogical implications and directions of further studies were presented.

참고문헌 (50)

  1. 김은주, "글구조 도식화를 활용한 『개요하기』 활동이 영어독해에 미치는 영향", 석사, 영어교육, pp.2007
  2. 이경화, "읽기 교육의 원리와 방법" (2001), 박이정
  3. 이재근, "EFL 학습자의 독해의존요소에 관한 연구", 영어영문학21, 27(4), pp.301~323 (2014), 21세기영어영문학회
  4. 이현정, "주제 친숙도에 따른 문법 지식과 어휘 지식이 L2 독해에 미치는 영향", 현대영미어문학, 33(3), pp.191~211 (2015), 현대영미어문학회
  5. 임영희, "읽기 후 그래픽 조직자를 활용한 수업이 고등학생의 읽기 및 쓰기 능력에 미치는 영향", 석사, 영어교육, pp.2011
  6. 지순정, "L2 독해전략 활용과 독해촉진요인에 관한 연구", 언어과학, 19(4), pp.251~274 (2012), 한국언어과학회
  7. Alvermann. D. E, "The Compensatory Effect of Graphic Organizers on Desciptive Text", Journal of Educational Research, 75(1), pp.44~48 (1981)
  8. Anderson, R. C, "Schooling and the Acquisition of Knowledge", pp.415~431 (1977), Erlbaum
  9. Anderson, R. C, "Role of the Reader’s Schema in Comprehension", Learning and Memory, 66, pp.155~159 (1984)
  10. Anderson, R. C., "Recall of Previously Unrecallable Information Following a Shift in Perspective", Journal of Verbal Learning and Verbal Behavior, 17, pp.1~12 (1978)
  11. Ausubel, D. A, "Cognitive Structure and the Facilitation of Meaningful Verbal Learning", Journal of Teacher Education, 14, pp.217~221 (1963)
  12. Barry, S., "Embedded Clause Effects on Recall: Does High Prior Knowledge of Content Domain Overcome Syntactic Complexity in Students of Spanish?", The Modern Language Journal, 79, pp.491~504 (1995)
  13. Bartlett, F. C., "Remembering: A Study in Experimental and Social Psychology" (1932), Cambridge University Press
  14. Boothby, P., "A Classroom Training Study: The Effects of Graphic Organizer Instruction on Fourth Grader's Comprehension", Reading World, 23, pp.325~339 (1984)
  15. Bransford, J. D, "Theoretical Models and Processes of Reading", pp.689~718 (1984), International Reading Association
  16. Brooks, L. W., "Effects of Structural Schema Training and Text Organization on Expository Prose Processing", Journal Educational Psychology, 75(6), pp.811~820 (1983)
  17. Broomley, K., "50 Graphic Organizers: Visual Strategies for Active Learning" (1995), Scholastic Professional Books
  18. Brozo, W. G., "Readers, Teachers, and Learners: Expanding Literacy across the Content Areas" (1999), Prentice Hall
  19. Burke, J., "Tools for Thought" (2000), NH
  20. Carrell, P. L, "The Effects of Rhetorical Organization on ESL Readers", TESOL Quarterly, 18(3), pp.441~469 (1984)
  21. Carrell, P. L, "Content and Formal Schema in Second Language ESL Reading", TESOL Quarterly, 21(3), pp.461~481 (1987)
  22. Cha, K. A, "Teaching Children Literacy Skills in the EFL Classroom", Studies in Foreign Language Education, 17, pp.245~260 (2003)
  23. Chen, Q., "Discourse Processing of First and Second Language Biology Texts: Effects of Language Proficiency and Domain-Specific Knowledge", The Modern Language Journal, 81, pp.209~227 (1997)
  24. Davis, Z. T, "Effects of Pre-reading Story Mapping on Elementary Readers' Comprehension", Journal of Educational Research, 87, pp.353~360 (1994)
  25. Dubin, F., "Teaching English as a Second or Foreign Language", pp.195~215 (1991), Newbury House
  26. Ellis, R., "Task-based Language Learning and Teaching" (2003), Oxford University Press
  27. Englert, C. S., "Children's Developing Awareness of Text Structure in Expository Materials", Journal of Educational Psychology, 76(1), pp.65~74 (1984)
  28. Floyd, P., "Effect on ESL Reading of Teaching Cultural Content Schemata", Language Learning, 37, pp.89~108 (1987)
  29. Griffin, C., "Effects of Graphic Organizer Instruction On Fifth-Grade Students", Journal of Educational Research, 89(2), pp.98~107 (1995)
  30. Griffin, C. C., "The Effect of Graphic Organizers on the Comprehension and Recall of Expository Text: A Review of the Research and Implications for Practice", Reading and Writing Quarterly, 11(1), pp.73~89 (1995)
  31. Guastello, E. F, "Concept Mapping Effects on Science Context Comprehension of Low-Achieving Inner-City Seventh Graders", Remedial & Special Education, 21(6), pp.356~365 (2000)
  32. Herbst, O., "Effects of Graphic Organizers on Ninth-Grade Student's Achievement in Social Studies", Ph. D, pp.1995
  33. Hudson, T., "Teaching Second Language Reading" (2007), Oxford University Press
  34. Johnson, P, "Effects of Reading Comprehension of Language Complexity and Cultural Background of a Text", TESOL Quarterly, 15, pp.169~182 (1982)
  35. Jonassen, D. H., "Structural Knowledge: Techniques for Representing, Conveying and Acquiring Structural Knowledge" (1993), Lawrence Erlbaum
  36. Karbalaei, A, "A Comparison of Metacognitive Reading Strategies Used by EFL and ESL readers", The Reading Matrix, 10(2), pp.165~180 (2010)
  37. Keshavarz, M. H., "Content Schemata, Linguistic Simplification, and EFL Readers’ Comprehension and Recall", Reading in a Foreign Language, 19(1), pp.1~16 (2007)
  38. 김양희, "Roles of Grammar and Vocabulary Knowledge in L2 Reading by English Proficiency Levels", 언어과학, 22(3), pp.273~305 (2015), 한국언어과학회[DOI]
  39. 김윤정, "The effects of topic familiarity, vocabulary knowledge, and reading ability on L2 lexical inferencing", 응용언어학, 26(2), pp.313~338 (2010), 한국응용언어학회
  40. Krashen, S. D., "The Power of Reading: Insight from the Research" (1993), Libraries Limited
  41. Levine, M., "The Effect of Background Knowledge on the Reading Comprehension of Second Language Learners", Foreign Language Annals, 18(5), pp.391~397 (1985)
  42. Manoli, P., "Graphic Organizers as a Reading Strategy: Research Findings and Issues", Creative Education, 3, pp.348~356 (2012)
  43. Millet, C. P., "The Effects of Graphic Organizers on Reading Comprehension Achievement of Second Grade Students", Ph. D, pp.2000
  44. Moore, D. W., "A Quantitative and Qualitative Review of Graphic Organizer Research", The Journal of Educational Research, 78(1), pp.11~17 (1984)
  45. Novak, J. D., "Learning How to Learn" (1984), Cambridge University Press
  46. The Theory Underlying Concept Maps and How to Construct and Use Them, "Novak, J. D.", Institute for Human and Machine Cognition, ~ (2008)
  47. Nuttall, C., "Teaching Reading Skills in a Foreign Language" (1982), Heinemann Educational Books
  48. Robinson, D. H., "Increasing Text Comprehension and Graphic Note Taking Using a Partial Graphic Organizer", The Journal of Educational Research, 100(2), pp.103~111 (2006)
  49. Strother, J. B., "Research in Reading a Second Language", pp.23~40 (1987), Newbury House
  50. Troyer, S. J., "The Effects of Three Educational Conditions in Text Structure on Upper Elementary Students' Reading Comprehension and Writing Performance", Paper Presented at 75th Annual Meeting of American Educational Research Association (1994)

이 간행물의 다른 논문 (11건)

주격 조사 ‘가’ 중출 구문 연구 - 구어 문어 말뭉치 분석을 바탕으로 -강계림pp. 1-30관형사형 어미 ‘-는’에 대하여김수태pp. 31-52청자 존대 ‘-시-’의 종합적 검토김영일pp. 53-87영어종료의미 유의동사의 코퍼스기반언어 네트워크 분석김준기pp. 89-111ESP 수업의 유용성에 대한 인식과 태도에관한 연구박매란, 류미령pp. 113-130
원문 보기