텍스트 유형이 언어 습득에 미치는 영향

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 김경한(Kim, Kyong-Hahn) 이정인(Lee, Jeong-in) 최영은(Choi, Youngeun)
• 간행물 정보: 『영어교육연구』제25권 3호, 193~212쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2013.09.30

영문 초록

Narrative style writing, such as a story, is much easier than expository style writing, such as an encyclopedia article, and it is natural that the child is exposed to narrative text earlier than expository text. However, most of reading materials in Korea, including textbooks and national tests, such as CSAT(College Scholastic Ability Test), mainly consist of expository text, which is against the natural process of language acquisition. In order to examine which style of text is more critical in language acquisition, this study investigates the effects of text type on language acquisition by comparing narrative text with expository text, thereby establishing the need for EFL learners to be exposed to narrative text early in the stage of language learning in school classroom situations. The study proceeds as follows. First, the participants are divided into four groups, which are given different readings. In order to verify which style of text students remember better, Group A is exposed to narrative text, while Group C is exposed to expository text that has the same content with the narrative text. Second, in order to prove which structure of text students acquire earlier, Group C is first given narrative text and then expository text, while Group D is vice versa. The two sets of text are different in content but again the type of text in each set has the same content. Findings of the study are as follows: First, narrative text is much easier for comprehension and recall than is expository text. The students who are presented with narrative text comprehend and recall better than those who are provided with expository text. Second, students' knowledge of narrative structure can help them comprehend expository text, but not vice versa. When students are exposed to narrative text before expository text is followed, they comprehend and recall the expository text better. However, when expository text is followed by narrative text, students show no significant difference in comprehension and recall. In short, it is the narrative structure that is transferred to expository structure later in the process of language acquisition, not vice versa.

목차

Abstract

Ⅰ. 연구의 필요성

Ⅱ. 문헌 연구

Ⅲ. 연구 방법

Ⅳ. 연구 결과 및 논의

Ⅴ. 결론

참고문헌

부록

키워드

텍스트 유형 서사텍스트 설명텍스트 언어습득 대학수능평가 text type narrative text expository text language acquisition College Scholatic Ability Test