개념도 활용 L2 독해 전략이 학습자의 영어 능력에 따라 독해와 회상에 미치는 영향
The effects of the L2 reading strategy using concept mapping depending on learners’ English proficiency
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The purpose of the study is to investigate the effects of the L2 reading strategy using concept mapping on Korean EFL college students’ reading comprehension and recall. The study examined concept mapping could help students with both reading comprehension achievementand recall performance. It also explored the effects of concept mapping depending on students’ English language proficiency. A total of 201 college students participated in this study and the students were divided into three groups (high, intermediate, low). The participants were randomly assigned to one of two groups, the experiment group (n=99) and the control group(n=102). The experiment group had concept mapping training while the control group did not. The results indicated that the reading strategy using concept mapping was significantly effective on students’ reading comprehension but it was not significantly effective on students’ recall. The interaction between learners’ English language proficiency and concept mapping treatment was significantly effective.
Abstract
The purpose of the study is to investigate the effects of the L2 reading strategy using concept mapping on Korean EFL college students’ reading comprehension and recall. The study examined concept mapping could help students with both reading comprehension achievementand recall performance. It also explored the effects of concept mapping depending on students’ English language proficiency. A total of 201 college students participated in this study and the students were divided into three groups (high, intermediate, low). The participants were randomly assigned to one of two groups, the experiment group (n=99) and the control group(n=102). The experiment group had concept mapping training while the control group did not. The results indicated that the reading strategy using concept mapping was significantly effective on students’ reading comprehension but it was not significantly effective on students’ recall. The interaction between learners’ English language proficiency and concept mapping treatment was significantly effective.
참고문헌 (39)
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