L2 Reading Comprehension and Lexical Usage in Writing by Summarizing Instruction

• 영문명: 요약교육에 의한 L2 읽기이해 및 쓰기에서의 어휘 사용
• 발행기관: 한국교원대학교 교육연구원
• 저자명: 박은(Eun Park)
• 간행물 정보: 『교원교육』제36권 제2호, 51~71쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2020.04.30

영문 초록

This study aimed to examine how explicit summarizing instruction and practices can influence reading comprehension and lexical usage in writing by Korean EFL learners in classroom contexts. For the study, the value of summarizing in L2 learning and lexical us a gein writing were discussed. The results showed that learners could significantly better understand reading passages than before the summarizing intervention. In lexical diversity,overall learners could use more diverse and advanced lexical items in post-compositions. The average TTR (type/token ratio) for three word lists, the 2nd 1000 word list, academic word list(AWL), and not-in-the-list words (NLW), increased significantly, whereas that of the 1st 1000list decreased slightly in the post-writings. In terms of lexical sophistication measured by the total number of tokens in both AWL and NLW, learners showed significantly higher degrees of AWL, with slightly more in NLW in their post-writings. This positive effect would appear to be attributed to integrated summarizing processes with reading source texts about different topics, while deleting unimportant information and focusing on key words, phrases or sentence level comprehension for bottom-up processes, which was followed by output activities that transferred those expressions into their writing through sentence combination, paraphrasing,syntactic transformation and invention with dictionary use, teacher modelling and feedback.

목차

Ⅰ. INTRODUCTION

Ⅱ. LITERATURE REVIEW

Ⅲ. METHOD

Ⅳ. RESULTS AND DISCUSSION

Ⅴ. CONCLUSION

키워드

L2 reading comprehension Lexical usage Writing Summarizing instruction