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A Study of University Conversation Instruction and Reconstruction Tasks
Robert Palmer 팬코리아영어교육학회(구 영남영어교육학회) 2005 영어교육연구 Vol.17 No.3
This study examines the effectiveness of conversation instruction at universities. It compares four conversation classes taught in the usual way (Condition 1) with students in other classes working with the same textbook material (focused on the present continuous) under three other non-instructor conditions; Condition 2: students (3 classes) working in pairs on reconstruction tasks, Condition 3: students (2 classes) working individually on reconstruction tasks, and Condition 4: students (2 classes) simply reading the textbook (the control). Two types of evaluation were used -- for communicative effect and for verb formation. An immediate posttest and a 4-week delay test were administered. The instructors’ classes taught in the usual way (Condition 1) failed to outperform the control students. Those doing the reconstruction tasks (Conditions 2 and 3) outperformed the instructors’ classes (Condition 1) and the control on both post and delayed tests.
The Effects of Schemata Activation and L2 Glossing on Reading Comprehension
Palmer, Robert 팬코리아영어교육학회 2004 영어교육연구 Vol.16 No.2
There is a lot of faith in the idea of providing rhetorical structure and/or background and content information as a pre-reading activity. On the other hand, the available research indicates that providing L2 glosses (written explanations of words and phrases in the text) is usually of no benefit. This paper reexamines the issue of L2 glossing in a way that has never been done before; that is, through extensive glossing. In this study, humanities freshmen (n=138) were divided into three groups: an instruction group that received 10 minutes of pre-reading instruction concerning the rhetorical structure, background and contents of the passage; an L2 gloss group with abundant L2 glosses; and a control. The ANCOVA revealed that the L2 gloss group significantly outperformed the other groups, and contrary to other studies, the instruction group did not outperform the control group despite the fact that the instruction group spent 25 minutes on task compared with 20 minutes on task for the other groups. The reasons for this are examined and the implications are presented.
The Effects of Schemata Activation and L2 Glossing on Reading Comprehension
Robert Palmer 팬코리아영어교육학회(구 영남영어교육학회) 2004 영어교육연구 Vol.16 No.2
There is a lot of faith in the idea of providing rhetorical structure and/or background and content information as a pre-reading activity. On the other hand. the available research indicates that providing L2 glosses (written explanations of words and phrases in the text) is usually of no benefit. This paper reexamines the issue of L2 glossing in a way that has never been done before: that is. through extensive glossing. In this study. humanities freshmen (n=138) were divided into three groups: an instruction group that received 10 minutes of pre-reading instruction concerning the rhetorical structure. background and contents of the passage: an L2 gloss group with abundant L2 glosses: and a control. The ANCOVA revealed that the L2 gloss group significantly outperformed the other groups. and contrary to other studies. the instruction group did not outperform the control group despite the fact that the instruction group spent 25 minutes on task compared with 20 minutes on task for the other groups. The reasons for this are examined and the implications are presented.
A Study of University Conversation Instruction and Reconstruction Tasks
Palmer, Robert 팬코리아영어교육학회 2005 영어교육연구 Vol.17 No.3
This study examines the effectiveness of conversation instruction at universities. It compares four conversation classes taught in the usual way (Condition 1) with students in other classes working with the same textbook material (focused on the present continuous) under three other non-instructor conditions; Condition 2: students (3 classes) working in pairs on reconstruction tasks, Condition 3: students (2 classes) working individually on reconstruction tasks, and Condition 4: students (2 classes) simply reading the textbook (the control). Two types of evaluation were used -- for communicative effect and for verb formation. An immediate posttest and a 4-week delay test were administered. The instructors’ classes taught in the usual way (Condition 1) failed to outperform the control students. Those doing the reconstruction tasks (Conditions 2 and 3) outperformed the instructors’ classes (Condition 1) and the control on both post and delayed tests.