EFL 학습자의 문어 담화 이해에 있어 글 내용 스키마와 글 구조 스키마의 사용에 관한 연구

• 영문명: A study on the use of content and text structure schemata in EFL readers" reading comprehension
• 발행기관: 한국영어교과교육학회
• 저자명: 김성아(Kim Sung-A)
• 간행물 정보: 『영어교과교육』영어교과교육 창간호, 181~204쪽, 전체 24쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2002.03.01

영문 초록

  The main purpose of the present study is to analyze the simultaneous effects on EFL reading comprehension of both content and text structure schemata, as well as any potential interaction between them. In the study, three kinds of tasks are performed by 89 college level EFL learners. Three versions (C, S, and C/S) of a social studies passage about an imaginary country are prepared in English. Three versions are randomly assigned to the subjects. The three different versions are developed to allow readers to use both content and text structure schemata (C/S passage), to use content schemata only (C passage) or text structure schemata only (S passage). The subjects are asked to read and underline the important sentences (main-idea-selection task) in the versions they read. Then, they report by writing and oral interviews why they choose the particular sentence as the most important ones in the main-idea-selection task. Overall findings of this study show that content schemata affect EFL readers" English reading comprehension to a greater extent than text structure schemata. Moreover, it is found that the co-occurrence of text structure schemata and content schemata encourages EFL readers" use of content schemata, while the co-occurrence of the content schemata does not.

목차

영어 초록
Ⅰ. 서론
Ⅱ. 스키마 이론과 담화 이해
Ⅲ. 실험 방법과 절차
Ⅳ. 실험 결과 분석
Ⅴ. 결론
참고문헌
참고자료