소리내어 읽기 과제가 대학생의 토익듣기 이해력과 읽기 이해력에 미친 효과

허선영 중앙대학교 외국학연구소 2015 외국학연구 Vol.- No.34

The aim of this study is to investigate the effects of Reading Aloud on listening comprehension and reading comprehension in TOEIC. Eighty-four participants were divided into a listening-focused group and a reading-focused group. Both groups were asked to submit five Reading Aloud recording files. The listening-focused group was limited to the assignment from only part four in TOEIC. The reading-focused group was also confined to the assignment from only short passages in part seven in TOEIC. Each group was classified into two subgroups according to the number of submitted assignments. Students who submitted four or five assignments were grouped as a high level; students who completed less than three assignments, including no assignments, were counted as a low level. While both the listening-focused and reading-focused groups improved in their targeted comprehension area, the effect of Reading Aloud was greater on listening comprehension and it was statistically significant. Therefore, using Reading Aloud assignments can be a useful teaching method for enhancing students' listening and reading abilities. In addition, an mp3 file for part seven in TOEIC was needed to develop students' reading comprehension and it could be considered for further research.

Writing to read: The impact of English writing tasks on reading comprehension.

정진경,윤현숙 한국응용언어학회 2010 응용 언어학 Vol.26 No.3

While there is a growing body of literature on the effects of teaching reading and writing together, there has not been much research on how reading preceded by writing affects reading comprehension, especially in the Korean context. The present study attempts to fill this research gap. 87 Korean university students who were divided into a control group and an experimental group participated in a reading class for TOEIC. The experimental group was engaged in writing tasks prior to reading comprehension tasks, while the control group was involved only in reading skills over 8 weeks. Both groups took the same pre- and post-reading tests and pre-writing test. The results show that performing writing tasks before reading comprehension tasks is a significant resource for improving college beginners’ reading skills, especially for low proficiency readers. Future research needs to be considered to uncover further practices and processes in connecting writing and reading in the Korean context.

대학생들의 토익성향분석

지순정 인제대학교 2011 仁濟論叢 Vol.26 No.1

There has been growing concerns about Test of English for International Communication (TOEIC) as a tool for evaluating English proficiency. Since many companies and institutes are currently using TOEIC scores as an assessment tool, college studuents try to incresase their TOEIC scores. Accordingly, there are a lot of lectures and classes related to TOEIC for college students Therefore, it would be meaningful to examine what college students think about TOEIC with their general attitude of learning English and preparing for TOEIC. In this study, a set of questionnaire (16 questions) was prepared and used to collect information about students' backgrounds and attitudes toward English and TOEIC. The number of students who participated in this survey was 232. Those students were categorized into three groups based upon their own TOEIC scores: Upper, middle, and low levels. First of all, it was found that the majority of the students wanted to acquire good/better TOEIC scores to get better jobs. It is believed that preparation for TOEIC have an effect on improving English proficiency. In listening comprehension (L/C) part of TOEIC, 41.7% of the students felt that listening ability was the most difficult problem. 29.1% of them thought that the second problem was vocabularies. Lastly, in reading comprehension (R/C) part of TOEIC. 43.3% of the students felt that vocabularies was the most difficult problem. 22.8% of them thought that the second problem was grammar. It is believed that the results of the study would be helpful for instructors teaching TOEIC as well as English.

Writing to Read

Jinkyeong Jung,Hyunsook Yoon 한국응용언어학회 2010 응용 언어학 Vol.26 No.3

While there is a growing body of literature on the effects of teaching reading and writing together, there has not been much research on how reading preceded by writing affects reading comprehension, especially in the Korean context. The present study attempts to fill this research gap. 87 Korean university students who were divided into a control group and an experimental group participated in a reading class for TOEIC. The experimental group was engaged in writing tasks prior to reading comprehension tasks, while the control group was involved only in reading skills over 8 weeks. Both groups took the same pre- and post-reading tests and pre-writing test. The results show that performing writing tasks before reading comprehension tasks is a significant resource for improving college beginners’ reading skills, especially for low proficiency readers. Future research needs to be considered to uncover further practices and processes in connecting writing and reading in the Korean context.

토익 독해 수업에서 문법 강조와 어휘 강조의 효과

이명관 ( Myong Kwan Lee ) 한국현대영어영문학회 2011 현대영어영문학 Vol.55 No.2

The purpose of this study is to examine the effects of TOEIC reading classes, which focus on grammar and vocabulary. This study compared two groups, one group that focused on grammar and the other group that focused on vocabulary in TOEIC reading classes. For the study, the research was implemented for 13 weeks with ninety-seven Korean university EFL students, out of whom forty-eight took TOEIC reading classes that focused on grammar and forty-nine took TOEIC reading classes that focused on vocabulary. Results of the study showed that both groups improved TOEIC reading comprehension. However, students in classes that focused on grammar showed even more improvement. This suggests that reading classes that focus on grammar are more effective than those that focus on vocabulary. Students` responses toward the class revealed that students who were in classes that focused on grammar more actively participated in their learning and studied more by themselves. However, there was no statistically significant difference between the two groups in terms of students` overall learning motivation. Consequently, a reading class that focuses on grammar is a more effective teaching method than the one that focuses on vocabulary in terms of improving students` TOEIC reading comprehension. (Anyang University)

소리내어 읽기 활동이 청해력에 미치는 효과

허선영(Heo, Sun-Young) 강원대학교 인문과학연구소 2016 인문과학연구 Vol.0 No.51

본 논문은 소리내어 읽기(Reading Aloud) 과제를 이용하여 학습자들의 청해력에 미치는 효과를 듣기 구문의 형태와 학습자의 영어 능숙도에 따라 살펴보았다. 세 차례에 걸친 듣기 시험에 41명의 학생이 참여하였다. 첫 시험은 학습자들의 영어 능숙도를 구분하기 위한 평가 시험이었으며, 나머지 두 시험은 소리내어 읽기 과제의 효과를 알아보기 위한 사전 시험과 사후 시험이었다. 듣기 구문은 토익 파트 3과 4로, 4주에 걸쳐 매주 다른 내용의 음성 파일이 학생들에게 제공되었다. 학습자들은 문제를 풀고, 이해하지 못했거나 알아듣기 힘들었던 부분들을 자유롭게 선택하여 자신의 목소리로 녹음한 후, 그 음성 파일을 1주일에 1개, 총 4개의 음성파일을 과제로 제출하였다. 실험 결과는 소리내어 읽기 과제를 통해 학습자의 청해력은 향상된 것으로 나타났으며, 듣기 구문의 형태와 관련해서 파트 3 보다 파트 4에 더욱 효과적으로 나타났다. 이는 의사 소통을 위한 목적보다 정보의 제공이나 사실을 이해하는데 소리내어 읽기 과제가 효과가 크다는 것을 보여준다. 학습자의 능숙도와 관련해서, 영어 능숙도가 높을수록 그 효과가 유의미한 결과를 보여주었다. This paper explores the effect of Reading Aloud (RA) assignment on listening comprehension of TOEIC focusing on the listening text type and learners’ English proficiency level. For the study, three tests were conducted as follows: First one was a placement test to divide the whole class into two language proficiency levels; second test was a pretest which was conducted before the reading aloud assignment; the last test was a posttest which was taken after all assignments were submitted. Forty-one students participated in the study, and the experiment took four weeks. During the period, students were supplied four different listening comprehension mp3 files with scripts and answers each week. In order to identify the difference between the listening text types, the files were limited part 3 and 4 of TOEIC. After listening all provided files, students checked the answers by themselves at home. Then they were asked to submit their own recording file which was about that they could not listen properly or misunderstood. According to the research results, reading aloud improved students’ listening comprehension. With regard to the text type, reading aloud more influenced part 4 than part 3 of TOEIC. It was shown on both proficiency levels. In particular, the results reveal that there was more effect on high proficiency level than on low proficiency level. From the study, there are two pedagogical implications: One is the possibility of reading aloud as a useful teaching tool in listening skill, and the other one is that reading aloud improved adult learners’listening comprehension even when their proficiency level was high.

스키마 활성화 활동이 토익성적에 미치는 영향 연구

차민영 ( Min Young Cha ),주미란 ( Mee Ran Joo ) 한국현대영어영문학회 2012 현대영어영문학 Vol.56 No.1

The purpose of this paper is to examine how the TOEIC score is positively influenced by implementing the schema activation in TOEIC LC and RC classes during a three week long D University English Immersion Program in Chungnam Province. Two different level-based LC and RC classes showed that the schema theory contributes to obtaining higher scores in TOEIC. Considering the theoretical idea of the schema, EFL learners who have internalized memories and/or experiences in certain circumstances easily comprehend information during the paper test, in forms of images and vocabulary. This paper demonstrates that previously constructed schema have a cognitive function which motivates TOEIC learners to try and understand unfamiliar expressions. In particular, this paper also verifies that the improvement of the TOEIC LC score is significantly higher than that of the TOEIC RC score in the schema activation class.

STAD 협동학습을 통한 토익 독해 수업의 효과

이명관 현대영어교육학회 2012 현대영어교육 Vol.13 No.3

The purpose of this study is to examine the effects of TOEIC reading comprehension classes using STAD cooperative learning. For the study, the research was implemented for 15 weeks with seventy-one Korean university EFL students. The thirty-five students took TOEIC reading classes using STAD cooperative learning as an experimental group and thirty-six took TOEIC reading classes traditionally as a control group. Results of the study showed that there was no statistically significant difference between both groups in the mid-term exam. However, the experimental group showed more improvement than the control group in the final exam, which showed a difference statistically. This suggests that STAD cooperative learning is effective in TOEIC reading comprehension classes. Moreover, Students’ satisfaction toward the class revealed that STAD cooperative learning is suitable for a TOEIC reading comprehension class. In addition to this result, collaborative and participatory learning styles were factors influencing cooperative learning satisfaction. This finding indicates that teachers should consider learners with various learning styles to apply cooperative learning effectively to the class. Based on this study, some guidelines for effective cooperative learning and TOEIC reading classes were suggested.

An Application of Full Information Item (Bi)Factor Analysis to the Reading Comprehension of a TOEIC Practice Test

Choi Sae il(최세일) 한국교육평가학회 2010 교육평가연구 Vol.23 No.3

영어 독해의 요인 구성에 대한 학계의 일반적인 견해는 독해능력은 읽기능력이라는 주요인과 읽기 외의 비본질적인 요소를 반영하는 부차적 요인으로 구성되었다는 위계 모형이 주류이다. 그러나 TOEIC 시험의 독해 부분에 관한 Educational Testing Service (ETS)의 연구 보고서(Woodford, 1982; Wilson, 2000)에 따르면, 영어 독해 능력을 비위계적 이차원 구조로 파악하여 그 두 차원을 독해 문항의 형식에 맞추고 있다. 본 연구는 독해 능력의 요인은 시험의 문항 형식이 갖는 영향과는 분리되어야 한다는 전제하에, 국내의 한 대학에서 시행되었던 토익 모의고사 결과를 full information item (bi)factor analysis를 이용하여 분석하고, 토익 독해 시험의 요인을 비위계적 이차원 구조로 파악하는 것은 문항 형식의 차이에 따른 변량을 요인으로 해석하는 오류일 가능성을 제시하였다. While the majority of the studies on the factor structure of English reading comprehension test supports the hierarchical model with one dominant reading ability and a minor factor for nuisance effects, the existing literature on the factor structure of the TOEIC reading section supports two non-hierarchical factors. To examine the factor structure of the TOEIC test, the current study applied full information item (bi)factor model to a set of reading comprehension data from a TOEIC practice test administered in a university. Unlike the traditional factor analysis of test items based on the inter-item correlations, this new methods use the item response data directly by fitting Thurston's multiple-factor model (a multi-dimensional item response theory model for dichotomous items) in its estimation. Then the IRT parameter estimates are translated into factor analysis parameters. The bi-factor model is a specialized version of the full-information item factor analysis by enforcing each item to have non-zero loadings on a general factor and at most one group factor. The results by these methods showed that the factor structure of the reading section can be more efficiently explained by one primary factor (reading ability) loaded across all the parts of the test and a minor factor (test method effects) for residual variance, which is consistent with the current factor studies. This could imply that one of the two factors in Wilson (2000) is likely to be related to the test method effects (item group effects), not to another aspect of reading ability. Further implications from the studies are discussed

교실 외 스터디그룹 활동이 토익 독해와 어휘학습 및 학습자 인식에 미치는 영향

김혜경 현대영어교육학회 2013 현대영어교육 Vol.14 No.3

The main purpose of the study was to investigate the effectiveness of TOEIC reading comprehension classes utilizing a study group in enhancing Korean college learners’TOEIC reading comprehension and vocabulary learning. The study also examined the learners’ perceptions towards participation, efficacy, and satisfaction for the cooperative study group activities. 106 Korean EFL learners were divided into two groups and invited to participate in the cooperative study group and independent study as outside-class activities for a semester. Both pre and post mock TOEIC tests and online vocabulary quizzes were employed. Questionnaires were administered at the end of the semester. The findings indicated there were statistically significant differences between the cooperative study and the independent study groups in the post TOEIC test and the quizzes. In addition, the results revealed statistically significant differences in favor of the cooperative study group on the affective domains. Pedagogical implications are discussed and recommendations for further research are suggested.