추론 기능 지도가 수능 외국어 영역읽기 성취도에 미치는 영향
A Study of Inference Skills Instruction Effects on L2 Reading Achievement of Korean Scholastic Aptitude Test (KSAT)
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This study was designed to examine the effects of inference skills instruction on Korean high school students' L2 reading achievement of Korean Scholastic Aptitude Test (KSAT). The primary purpose of the study was to make them learn to acquire the inference skills and improve the relevant reading skills. The other aim was to track down the change of cognitive reading strategies used for inferencing activities. Conclusions made by this study showed meaningful high frequency in the use of cognitive reading strategies. This proves that appropriate strategies can be learned through careful planned instruction during the reading classes. Second, the text type used as a cue can lead to the high reading achievement regarding the inference skills for the main idea and the sequence of a paragraph because it can make students predict the way the text develops and infer the message the text contains more precisely. This supports the study of Carrell (1984a, 1984b) in that the formal schema can affect the reading ability. Lastly, the instruction hands over the control to the students and decreases the dependence on their teacher during class. This leads to cultivating problem-solving and thinking ability, and helps them develop their cognitive domains by building self-confidence.
Abstract
This study was designed to examine the effects of inference skills instruction on Korean high school students' L2 reading achievement of Korean Scholastic Aptitude Test (KSAT). The primary purpose of the study was to make them learn to acquire the inference skills and improve the relevant reading skills. The other aim was to track down the change of cognitive reading strategies used for inferencing activities. Conclusions made by this study showed meaningful high frequency in the use of cognitive reading strategies. This proves that appropriate strategies can be learned through careful planned instruction during the reading classes. Second, the text type used as a cue can lead to the high reading achievement regarding the inference skills for the main idea and the sequence of a paragraph because it can make students predict the way the text develops and infer the message the text contains more precisely. This supports the study of Carrell (1984a, 1984b) in that the formal schema can affect the reading ability. Lastly, the instruction hands over the control to the students and decreases the dependence on their teacher during class. This leads to cultivating problem-solving and thinking ability, and helps them develop their cognitive domains by building self-confidence.
참고문헌 (28)
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