사고구술 기법(Think-Aloud)을 활용한 고등학교 수준별 영어 학습자의 독해전략 연구

• 영문명: A study of reading strategies of high school learners using a think-aloud method
• 발행기관: 한국외국어교육학회
• 저자명: 강지연(Kang, Jiyeon) 김혜영(Kim, Heyoung)
• 간행물 정보: 『Foreign Languages Education』Vol.24 No.1, 159~184쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2017.03.30

영문 초록

The purpose of this study is to investigate in-depth high school students’ strategy use in reading English texts of College Scholastic Ability Test (KSAT). This study employed a think-aloud method to look into the reading process by task types and by reading proficiency. Six high school students, three high-level and three low-level readers, were asked to perform reading tasks of three types, ‘finding a theme’, ‘filling the gap’, ‘finding an irrelevant sentence & inserting a sentence’, thinking out loud after training. The results are as follows. First, the participants used varied types of reading strategies regardless of top-down/bottom-up. ‘Guessing from the context’ and ‘paraphrasing in L1’, were most frequently used, and ‘using schema’ and ‘sensing the logical organization’ were least used.’ Second, different strategy use patterns were shown by task types: Far more strategies were used in ‘finding a theme’ than the others, especially, attending to keyword. Third, the high-level readers employed more reading strategies than the low-level counterparts. Furthermore, the strategy use pattern was very different between groups: The low-level readers seldom used ‘checking discourse markers,’ ‘synthesizing information,’ and ‘questioning’ that the high level readers commonly used.

목차

I. 서론

II. 이론적 배경 및 선행연구

III. 연구 방법

IV. 결과

V. 토의

VI. 결론

참고문헌

키워드

독해 전략 사고구술 수능영어 고등학교 reading strategies think-aloud protocol KSAT English/high school