The Nature of Students' Participation and the Use of Strategies for English Reading
1
조회
0
다운로드
2
인용
0
참고문헌
초록
Abstract
This paper argues that scores of the multiple choice test TOEFL cannot predict how students perform on the task of thorough understanding of an English text. What should be noted instead are the degree of participation and the use of socioaffective strategies by students while cooperating to complete the task. The paper suggests that when students participate more actively and ask strategic questions more frequently, they can get more useful scaffolding from each other. However, if the level of the difficulty reaches too far beyond their current proficiency level, students can not provide scaffolding for one another. The paper argues that even though collective scaffolding does not always guarantee successful results, it is significant to emphasize the importance of teaching socioaffective strategies and creating an environment in which students can feel comfortable raising questions.
참고문헌 (13)
- Donato, "Foreign language explanations within the zone of proximal development", pp.532~557 (1994)
- Ant？n, M., "Socio-cognitive functions of L1 collaborative interaction in the L2 classroom", 54, pp.314~342 (1998)
- Choi, K, "A study on the effects of socioaffective strategies on reading comprehension", 7, pp.13~35 (2003)
- "A study on effective strategies for reading English A focus on socioaffective strategies" (2003), Unpublished doctoral dissertation Korea University
- De Guerrero, "Social-cognitive dimensions of interaction in L2 peer revision", pp.484~496 (1994)
- A Vygotskian perspective, "Repetition in the collaborative discourse of L2 learners", 53, pp.609~633 (1997)
- Lantolf, J. P, "Introducing sociocultural theory, Sociocultural theory and second language learning", pp.1~26 (2000), Oxford University Press
- Schinke-Llano,L, "On the value of a Vygotskian framework for SLA theory and research", 43, pp.121~129 (1993)
- Upton, T. A, "The role of the first language in second language reading", 23, pp.469~495 (2001)
- Cambridge, "Mind in society The development of higher psychological processes" (1978), Harvard University Press
- Well, G, "Using L1 to master L2 A response to Ant？n and DiCamilla？s Socio-cognitive functions of L1 collaborative interaction in the L2 classroom", 83, pp.248~254 (1999)
- Cambridge, "Vygotsky and the social formation of mind" (1985), Harvard University Press
- Resnick, "A sociocultural approach to socially shared cognition Perspectives on socially shared cognition", pp.85~100 (1991)