지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study is an intervention study that observed Korean university students’ reading performance after the explicit reading strategy instruction. Total nine university students participated in this study. After a three-week explicit reading strategy instruction, students were asked to express their reading comprehension processes with a think-aloud protocol and a retelling task. After that, personal interviews were also conducted individually. The result showed that the explicit reading strategy instruction influenced all participants’ reading performance positively. More specifically, the students from the higher proficiency level used reading strategies they’ve learned more actively and appropriately than the students from the other levels. Intermediate and lower level students tried to use reading strategies they’ve learned during the strategy instruction, but not always successfully. In the future, a longitudinal study and a quantitative study with a large pool of subjects should be conducted to verify more tangible effects of reading strategy instruction for EFL students. Implications are also provided
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참고문헌 (28)
참고문헌 신청
Anderson, J. R. / 1983 / The Architecture of Cognition / Harvard University Press
Anderson, J. R. / 1990 / Cognitive Psychology and its Implication / Freeman
Anderson, N. J / 1991 / Individual Differences in Strategy Use in Second Language Reading and Testing / Modern Language Journal 75 : 460 ~ 472
Anderson, N. J. / 2009 / Second Language Reading Research and Instruction: Crossing the Boundaries / The University of Michigan Press
Auerbach, E. / 1997 / “It’s not the English Thing”: Bring reading Research into ESL Classroom / TESOL Quarterly 31 : 237 ~ 261
Anderson, J. R. / 1990 / Cognitive Psychology and its Implication / Freeman
Anderson, N. J / 1991 / Individual Differences in Strategy Use in Second Language Reading and Testing / Modern Language Journal 75 : 460 ~ 472
Anderson, N. J. / 2009 / Second Language Reading Research and Instruction: Crossing the Boundaries / The University of Michigan Press
Auerbach, E. / 1997 / “It’s not the English Thing”: Bring reading Research into ESL Classroom / TESOL Quarterly 31 : 237 ~ 261
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