내용 중심의 단어결합체 학습이 대학생의 독해 이해력 향상에 미치는 영향
An Effect of Content-centered Word Combinations on English Reading Comprehension of Undergraduates
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This study considers how a content-centered approach affects learning of word combinations in undergraduate English reading classes. It also deals with the effect on retaining word combinations in long-term memory. Word combinations are so naturally and sequentially connected that they are regarded as one chunk, for example read a book or what's going on. This study suggests a content-centered approach for acquiring word combinations, and examines its effectiveness in retention of long-term memory. To verify this suggestion, the study observes an experimental group focused on content-centered word combinations, and a control group from a common reading class based on student presentations. Assessment is carried out through first and second tests, word combination test of long-term memory. Results show that two groups have positive effects on students' reading comprehension development. Results also show that a content-centered approach is helpful for improving students’ reading comprehension ability, and that student satisfaction with this approach was high.
Abstract
This study considers how a content-centered approach affects learning of word combinations in undergraduate English reading classes. It also deals with the effect on retaining word combinations in long-term memory. Word combinations are so naturally and sequentially connected that they are regarded as one chunk, for example read a book or what's going on. This study suggests a content-centered approach for acquiring word combinations, and examines its effectiveness in retention of long-term memory. To verify this suggestion, the study observes an experimental group focused on content-centered word combinations, and a control group from a common reading class based on student presentations. Assessment is carried out through first and second tests, word combination test of long-term memory. Results show that two groups have positive effects on students' reading comprehension development. Results also show that a content-centered approach is helpful for improving students’ reading comprehension ability, and that student satisfaction with this approach was high.
참고문헌 (31)
- 김혜정, "Proceedings of the 19th STEM international conference & 초, 중등교원 영화 미디어 활용 영어직무연수", pp.21~25 (2015), 영상영어교육학회
- 유도형, "영화선정에 관한 기준: 단어결합체를 중심으로", 영상영어교육(STEM Journal), 16(1), pp.133~151 (2015), 영상영어교육학회
- 서지영, "영화내용중심의 의미와 역할에 관한 연구: 위기의 주부들(Desperate Housewives)을 중심으로", 영어교육연구, 27(1), pp.91~110 (2015), 팬코리아영어교육학회[DOI]
- Babbitt, M., "Content-based college ESL instruction", pp.26~47 (2000), Lawrence Erlbaum Association
- Benesch, S., "Ending remediation : Linking ESL and content in higher education. Alexandria" (1988), Teachers of English to Speakers of Other Languages
- Blanton, L. L., "A holistic approach to college ESL : Integrating language and content", ELT Journal, 46(3), pp.285~293 (1992)
- Brinton, D. M., "Content-based second language instruction" (1989), Harper & Row
- "Collocations" (2011)[URL]
- Crandall, J. A., "Content-centered learning in the United States", Annual Review of Applied Linguistics, 13, pp.111~126 (1993)
- Echevarria, J., "Making content comprehensible to English learners: The SIOP model" (2004), Allyn & Bacon
- teacher guide to children's learning, "What's whole about whole language? A parent", pp.1986, Goodman, K. S.
- Hoey, M., "Teaching collocations", pp.224~245 (2000), Language Teaching
- Krashen, S., "Principles and practice in second language acquisition" (1982), Pergamon
- Met, M., "Learning language through content : Learning content through language", Foreign Language Annals, 24(4), pp.281~295 (1991)
- "A chunk of ELT: The lexical approach" (2008)[URL]
- Myles, F., "From data to theory : The over-representation of linguistic knowledge in SLA", Transactions of the Philological Society, 102, pp.139~168 (2004)
- Nattinger J. R., "Lexical phrases and language teaching" (1992), Oxford University Press
- Nesselhauf, N., "The use of collocations by advanced learners of English and some implications for teaching", Applied Linguistics, 24(2), pp.223~242 (2003)
- Pessoa, S., "Content-based instruction in the foreign language classroom : A discourse perspective", Foreign Language Annals, 40(1), pp.102~121 (2007)
- Schmitt, N., "Formulaic Sequences", pp.1~22 (2004), John Benjamins
- Sinclair, J., "Corpus, concordance, collocation" (1991), Oxford University Press
- Stoller, F., "The content-based classroom: Perspectives on integrating language and content", pp.78~94 (1997), Addison-Wesley Longman
- Stubbs, M., "Collocations and semantic profiles : On the cause of the trouble with quantitative methods", Function of Language, 2(1), pp.1~33 (1995)
- The Freedom Writers, "The freedom writers diary" (2009), Broadway Books
- Tinto, V., "Colleges as communities : Exploring the educational character of student persistence", Journal of Higher Education, 68, pp.599~623 (1997)
- Williams, M., "Psychology for language teachers : A social constructivist approach" (1997), Cambridge University Press
- Willis D., "The lexical syllabus : A new approach to language teaching" (1990), Collins ELT
- Wray, A., "Formulaic sequences in second language teaching : Principles and practice", Applied Linguistics, 21(4), pp.463~489 (2000)
- Wray, A., "Formulaic language and the lexicon" (2002), Cambridge University Press
- Xiao, R., "Collocation, semantic prosody, and near synonymy : A cross-linguistic perspective", Applied Linguistics, 27(1), pp.103~129 (2006)