언어능력, 듣기, 읽기의 상관관계와 이론적 시사점
Theoretical implications of the correlations among English language ability, listening comprehension, and reading comprehension
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This study investigated the correlations among English language ability (ELA), listening comprehension (LC), and reading comprehension (RC) using the practice TOEIC test scores of 168 university students learning English in Korea. Results showed that the correlations among ELA, LC, and RC in the total group were significant and that the correlations between LC and RC in the upper ELA group and in the lower ELA group were almost identical. These findings lend support to the bottom-up process which refers to information processing from the bottom (lower units) up (higher units) and the unitary model which postulates that the same comprehension process underlies both L2 listening comprehension and L2 reading comprehension.
Abstract
This study investigated the correlations among English language ability (ELA), listening comprehension (LC), and reading comprehension (RC) using the practice TOEIC test scores of 168 university students learning English in Korea. Results showed that the correlations among ELA, LC, and RC in the total group were significant and that the correlations between LC and RC in the upper ELA group and in the lower ELA group were almost identical. These findings lend support to the bottom-up process which refers to information processing from the bottom (lower units) up (higher units) and the unitary model which postulates that the same comprehension process underlies both L2 listening comprehension and L2 reading comprehension.
참고문헌 (22)
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