텍스트도식화 활동이 고등학생들의 영어 읽기에 미치는 영향

• 영문명: The Effects of text diagramming activities on English reading comprehension
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 윤웅진(Yoon Woong-Jin)
• 간행물 정보: 『영어교육연구』제19권 2호, 261~276쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.06.30

영문 초록

  This study examines the effects of text diagramming activities on Korean high school students’ reading comprehension. To investigate the effects of text diagramming activities, 112 students of the 11th grade were sampled from a high school in Busan, Korea. They were divided into two groups: the experimental group (56 students) and the compared group (56 students). Experimental group students were given the task which was composed of the blanks in the text-based diagram. Experimental group students were supposed to fill in the blanks. Sometimes they made their own diagram as a task in the class. The text diagramming activities were conducted 10-15minutes, 20 times for 10 weeks. The findings of this study were: (1) the text diagramming activities had no significant effects on their reading comprehension ability, and (2) the text diagramming activities had no effects on the readers’ comprehension of English text not only between low-level groups but also between high-level groups. The results said that this experiment had not found significant effects of the text diagramming.

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. 결과 및 논의
Ⅴ. 결론
참고문헌

키워드

과제중심(task-based) 활동중심(activities-based) 텍스트 구조화(text diagramming)