Reading-Writing Integration in Enhancing L2 Speaking Ability

• 발행기관: 한국영어어문교육학회
• 저자명: Su zy Kim Hae Sung Sohng Michael Diehl
• 간행물 정보: 『영어어문교육』영어어문교육 제23권 제2호, 1~16쪽, 전체 16쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2017.06.30

영문 초록

The purpose of this study was to investigate whether reading-writing integration can contribute to L2 speaking improvement, which has never been attempted. In order to examine its influences on speaking, quantitative study was conducted with 24 university students for fifteen weeks. The participants were randomly assigned to two groups: an experimental group, reading-writing integration in a regular class, and a control group, mainly focusing on reading instructions. The students in the experimental group was provided with basic writing skills and writing tasks connected to reading such as writing summaries and responses in journals, whereas those in the control group went through the procedure of a typical institute class in which they read and work on comprehension check-up exercises. The two groups’ performances in the pre-and post-test were compared and analyzed to explore any difference in improvements in speaking performance and any qualitative change in language domains between the two groups over the period. The study found that the students who regularly participated in reading-writing activities significantly improved their overall speaking ability and significant differences were also found in language domains. The results of the study indicate that reading-writing integration had a positive effect on speaking performance and could be an alternative method to improve speaking skill in Korean EFL settings.

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. METHOD

IV. RESULTS AND DISCUSSION

V. CONCLUSION

REFERENCES

키워드

reading-writing integration second language learning speaking ability writing ability