문답관계전략 교수가 초등영어 학습자의질문 생성과 내용 이해 및 기억에 미치는 영향
The effects of teaching Question-Answer Relationship strategy on self-generated questions, comprehension and textual recall of elementary English learners.
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This study examined the effects of teaching Question-Answer Relationship (QAR) strategy on self-generated questions, comprehension, and textual recall within the context of PRC2 (Partner Reading and Content, Too). The participants of this study were 72 fifth graders divided into three groups: a control group and two experimental groups. Both of the experimental groups were taught QAR strategy over five weeks. One experimental group was taught through teacher-directed individual learning and the other through interactive cooperative learning. After they were taught QAR strategy, they had PRC2 and were engaged in generating questions over 12 sessions. The students’ self-generated questions, comprehension score and textual recall score were analyzed by t-testing, ANOVA, and the correlation coefficient methods. Results showed that QAR strategy instruction served as scaffolding, enabling the students from the experimental groups to create cognitively higher-order questions. In particular, the group who had interactive cooperative learning showed better text comprehension and recall than the group taught through teacher-directed individual learning. The results of the study suggest the significance of explicit strategy instruction of making questions in that it helps students create higher-order questions and positively influences text comprehension and recall.
Abstract
This study examined the effects of teaching Question-Answer Relationship (QAR) strategy on self-generated questions, comprehension, and textual recall within the context of PRC2 (Partner Reading and Content, Too). The participants of this study were 72 fifth graders divided into three groups: a control group and two experimental groups. Both of the experimental groups were taught QAR strategy over five weeks. One experimental group was taught through teacher-directed individual learning and the other through interactive cooperative learning. After they were taught QAR strategy, they had PRC2 and were engaged in generating questions over 12 sessions. The students’ self-generated questions, comprehension score and textual recall score were analyzed by t-testing, ANOVA, and the correlation coefficient methods. Results showed that QAR strategy instruction served as scaffolding, enabling the students from the experimental groups to create cognitively higher-order questions. In particular, the group who had interactive cooperative learning showed better text comprehension and recall than the group taught through teacher-directed individual learning. The results of the study suggest the significance of explicit strategy instruction of making questions in that it helps students create higher-order questions and positively influences text comprehension and recall.
참고문헌 (22)
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