L2 독해에 있어 개념도 활용의 효과 연구
The Effect of Concept Map Use on L2 Reading Comprehension
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This study investigated the effects of the two types of concept map - a learner-generated concept map (concept maps constructed partially by students) versus an author-provided concept map (concept maps provided completely for students) on L2 reading comprehension. This study also examined the relationship between the use of concept map and reading comprehension types (literal and inferential). Eighty four college students participated in this study and were randomly assigned to three groups (a control group, an experimental group with a learner-generated concept map, and an experimental group with an author-provided concept map). A pre-test and a post-test were administered to three groups, and ANOVA and ANCOVA were employed to analyze the collected data. The results showed that the use of an author-provided concept map had greater reading benefit for the low-level English proficiency group and that the use of both types of concept map enhanced literal reading comprehension ability of the low-level English proficiency group, while there was no effect of the use of both types of concept map on inferential reading comprehension ability. Implications of the study were discussed along with suggestions for future research.
Abstract
This study investigated the effects of the two types of concept map - a learner-generated concept map (concept maps constructed partially by students) versus an author-provided concept map (concept maps provided completely for students) on L2 reading comprehension. This study also examined the relationship between the use of concept map and reading comprehension types (literal and inferential). Eighty four college students participated in this study and were randomly assigned to three groups (a control group, an experimental group with a learner-generated concept map, and an experimental group with an author-provided concept map). A pre-test and a post-test were administered to three groups, and ANOVA and ANCOVA were employed to analyze the collected data. The results showed that the use of an author-provided concept map had greater reading benefit for the low-level English proficiency group and that the use of both types of concept map enhanced literal reading comprehension ability of the low-level English proficiency group, while there was no effect of the use of both types of concept map on inferential reading comprehension ability. Implications of the study were discussed along with suggestions for future research.
참고문헌 (34)
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