Differential Effects of Comprehension Strategy and Grammar Instruction on Second Language Reading Comprehension

• 발행기관: 한국외국어대학교 영미연구소
• 저자명: Lee Young-Geun Chung Hyejin
• 간행물 정보: 『영미연구』제34집, 291~334쪽, 전체 44쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2015.05.31

영문 초록

This study investigated the effects of two different types of instruction on second language reading comprehension by low proficiency Korean college students. Three intact remedial classes were assigned to either strategy or grammar instruction. Seven comprehension strategies aligning with theories of comprehension processes were identified and taught in a concerted manner under strategy instruction while a traditional type of grammar teaching was implemented under grammar instruction. Results showed that both types of instruction led to similar student performance on the textbase comprehension measure assessing sentence level understanding. However, students with strategy instruction outperformed those with grammar instruction on the measures assessing deeper level understanding of a text, which required the students to connect text parts across sentences or paragraphs, or use knowledge-based inferences. Students’ think-aloud reports were also used to provide depth analysis.

목차

Ⅰ. Introduction

Ⅱ. Grammar Instruction for L2 Reading Comprehension

Ⅲ. Comprehension Strategies and Strategy Instruction

Ⅳ. Levels of Mental Representation and Strategy

Instruction

Ⅴ. Method

Ⅴ.ⅰ Participants

Ⅴ.ⅱ Measures

Ⅴ.ⅲ Design and Procedures

Ⅴ.ⅳ Data Analysis

Ⅵ. Results

Ⅵ.ⅰ L2 Reading Pretest

Ⅵ.ⅱ Posttest

Ⅵ.ⅲ Use of Strategies by Students in the SI Class

Ⅵ.ⅳ Verbal Protocols

Ⅶ. Discussion and Conclusion

Works Cited

Abstract

키워드

Second language reading second language reading comprehension comprehension strategy strategy instruction,grammar instruction 제2언어 읽기 제2언어 읽기 이해 이해전략 전략 교수 문법교수