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읽기 전 학습 활동 유형이 고등학교 영어 학습자의 독해력에 미치는 영향

임병빈|한희정
현대영어교육학회 (The Modern English Education Society)|2010.12|현대영어교육 (Modern English Education)|제11권 제3호|pp. 162-189

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참고문헌

키워드

읽기 전 활동/그림제시 활동/사전질문 활동/어휘제시 활동pre-reading activities/pictorial activity/pre-questioning activity/vocabulary activity

초록

The purpose of this study is to investigate the effects of pre-reading activities on the English reading comprehension levels of Korean high school students and to find effective pre-reading activities for various reading levels and abilities, so that this study can help students comprehend English texts more effectively. For this purpose, three out of four groups of subjects with the same reading ability were presented three different pre-reading activities respectively; a pictorial activity, a pre-questioning activity and a pre-teaching vocabulary activity. The final group was not given any pre-activity. After the activity, the four groups were tested on the reading comprehension. The result was that the three experimental groups who were given the pre-reading activities achieved higher scores than the control group. While looking for the most appropriate pre-reading activities for students' level, it appeared that pre-questioning activities were more effective for the high-level students and pre-teaching vocabulary activities for the low-level students. In conclusion, pre-reading activities had positive effects on the enhancement of Korean high school students'reading comprehension ability, therefore using pre-reading activities to activate students' schema is a valuable tool for reading instruction.

Abstract

The purpose of this study is to investigate the effects of pre-reading activities on the English reading comprehension levels of Korean high school students and to find effective pre-reading activities for various reading levels and abilities, so that this study can help students comprehend English texts more effectively. For this purpose, three out of four groups of subjects with the same reading ability were presented three different pre-reading activities respectively; a pictorial activity, a pre-questioning activity and a pre-teaching vocabulary activity. The final group was not given any pre-activity. After the activity, the four groups were tested on the reading comprehension. The result was that the three experimental groups who were given the pre-reading activities achieved higher scores than the control group. While looking for the most appropriate pre-reading activities for students' level, it appeared that pre-questioning activities were more effective for the high-level students and pre-teaching vocabulary activities for the low-level students. In conclusion, pre-reading activities had positive effects on the enhancement of Korean high school students'reading comprehension ability, therefore using pre-reading activities to activate students' schema is a valuable tool for reading instruction.

참고문헌 (32)

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