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      고전소설 빨간머리 앤을 단순화 시킨 교재와 다단어 단위 연구: 앱을 이용하여 = Simplified versions of classic novels and multiword units: On the basis of the app-Anne of Green Gabl

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      https://www.riss.kr/link?id=A105120263

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      다국어 초록 (Multilingual Abstract)

      The purpose of this paper is to emphasize that graded readers, such as Anne of Green Gables, are worth being chosen as college-level study material. Even though they are simplified versions linguistically, graded books are useful for learning multi-word units (MWUs) and in learning cultural values. To show this, a 3 stage experiment was conducted with 3 non-English major college students and the text app-Anne of Green Gables. In the first stage, the participants had a form recall test to enhance their awareness of MWUs. In the second stage, they had a written test about the contents of the book and had to answer questions with MWUs. In the third stage, the participants had another written test about American culture through MWUs. After the experiment, all the participants were interviewed with questions about the tests. They responded that they could deal with the first test without difficulty though two of them failed to get good grades. However, they confessed that they could not handle the second and third tests without their teacher’s help. The results indicate that graded readers are just right for learning MWUs and are cognitively acceptable as sources of content for discussing non-language topics such as culture.
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      The purpose of this paper is to emphasize that graded readers, such as Anne of Green Gables, are worth being chosen as college-level study material. Even though they are simplified versions linguistically, graded books are useful for learning multi-wo...

      The purpose of this paper is to emphasize that graded readers, such as Anne of Green Gables, are worth being chosen as college-level study material. Even though they are simplified versions linguistically, graded books are useful for learning multi-word units (MWUs) and in learning cultural values. To show this, a 3 stage experiment was conducted with 3 non-English major college students and the text app-Anne of Green Gables. In the first stage, the participants had a form recall test to enhance their awareness of MWUs. In the second stage, they had a written test about the contents of the book and had to answer questions with MWUs. In the third stage, the participants had another written test about American culture through MWUs. After the experiment, all the participants were interviewed with questions about the tests. They responded that they could deal with the first test without difficulty though two of them failed to get good grades. However, they confessed that they could not handle the second and third tests without their teacher’s help. The results indicate that graded readers are just right for learning MWUs and are cognitively acceptable as sources of content for discussing non-language topics such as culture.

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      참고문헌 (Reference)

      1 Swain, M., "Vocabulary: Description, acquisition, and pedagogy" Cambridge University Press 156-180, 1997

      2 Melka, F., "Vocabulary: Description, acquisition, and pedago" Cambridge University Press 84-102, 1997

      3 Cook, V., "Using the first language in the classroom" 57 (57): 402-423, 2001

      4 Langacker, R. W., "Usage-based models of language" CSLI 1-63, 2000

      5 Behrens, H., "Usage-based and emergentist approaches to language acquisition" 47 (47): 383-411, 2009

      6 Philip Durrant, "To what extent do native and non-native writers make use of collocations?" Walter de Gruyter GmbH 47 (47): 157-177, 2009

      7 Pun, M., "The use of multimedia technology in English language teaching : A global perspective" 1 (1): 29-38, 2013

      8 Arnon, I., "The role of multiword building blocks in explaining L1-L2 differences" 9 (9): 621-636, 2017

      9 Weinert, R., "The role of formulaic language in second language acquisition : A review" 16 (16): 180-205, 1995

      10 Erman, B., "The idiom principle and the open choice principle" 20 (20): 29-62, 2000

      1 Swain, M., "Vocabulary: Description, acquisition, and pedagogy" Cambridge University Press 156-180, 1997

      2 Melka, F., "Vocabulary: Description, acquisition, and pedago" Cambridge University Press 84-102, 1997

      3 Cook, V., "Using the first language in the classroom" 57 (57): 402-423, 2001

      4 Langacker, R. W., "Usage-based models of language" CSLI 1-63, 2000

      5 Behrens, H., "Usage-based and emergentist approaches to language acquisition" 47 (47): 383-411, 2009

      6 Philip Durrant, "To what extent do native and non-native writers make use of collocations?" Walter de Gruyter GmbH 47 (47): 157-177, 2009

      7 Pun, M., "The use of multimedia technology in English language teaching : A global perspective" 1 (1): 29-38, 2013

      8 Arnon, I., "The role of multiword building blocks in explaining L1-L2 differences" 9 (9): 621-636, 2017

      9 Weinert, R., "The role of formulaic language in second language acquisition : A review" 16 (16): 180-205, 1995

      10 Erman, B., "The idiom principle and the open choice principle" 20 (20): 29-62, 2000

      11 Ellis, N. C., "The handbook of second language acquisition" Blackwell 63-103, 2003

      12 Beglar, D., "The effect of pleasure reading on Japanese university EFL learners’ reading rates" 62 (62): 665-703, 2012

      13 Peters, A., "The crosslinguistic study of language acquisition:Expanding the contexts Vol. 5" Lawrence Erlbaum Associates 135-197, 1997

      14 Larsen-Freeman, D., "Techniques and principles in language teaching" Oxford University Press 2002

      15 Long, M., "Simplification: Theory and application" SEAMEO Regional Language Center 29-52, 1993

      16 Yoshii, M., "Second language incidental vocabulary retention : The effect of text and picture annotation types" 20 (20): 33-58, 2002

      17 Foster, P., "Researching pedagogic tasks: Second language learning, teaching, and testing" Longman 75-94, 2001

      18 Cekaite, A., "Repetition and joking in children’s second language conversations. Playful recyclings in an immersion classroom" 6 : 373-392, 2004

      19 Cowie, A. P., "Phraseology: Theory, analysis, and applications" Oxford University Press 1998

      20 Khaghaninejad, M. S., "Music and language learning" Katibe-Novi 2016

      21 "Longman dictionary of cotemporary English" Pearson Education 2003

      22 Barabasi, A. -L., "Linked: The new science of networks" Perseus 2002

      23 Nattinger, J. R., "Lexical phrases and language teaching" Oxford University Press 1992

      24 Nation, I. S. P., "Learning vocabulary in another language" Cambridge University Press 2013

      25 De Cock, S., "Learner English on computer" Addison Wesley Longman 67-79, 1998

      26 Peters, A., "Language learning strategies: Does the whole equal the sum of its parts?" 53 (53): 560-573, 1977

      27 Pawley, A., "Language and communication" Longman 191-226, 1983

      28 Lewis, M., "Implementing the lexical approach: Putting theory into practice" Heinle, Cengage Learning 1997

      29 Fan, M., "How big is the gap and how to narrow it? An investigation into the active and passive vocabulary knowledge of L2 learners" 31 (31): 105-119, 2000

      30 Bybee, J. L., "From usage to grammar : The mind’s response to repetition" 82 (82): 711-733, 2006

      31 Langacker, R. W., "Foundations of cognitive grammar, vol. 1: Theoretical prerequisites" Stanford University Press 1987

      32 Schmitt, N., "Formulaic sequences: Acquisition, processing and use" John Benjamins 2004

      33 Corrigan, R., "Formulaic language: Distribution and historical change Vol.1" John Benjamins xi-xxiv, 2009

      34 Bannard, C., "Formulaic language: Acquisition, loss, psychological reality, and functional explanations Vol.2" John Benjamins 299-321, 2009

      35 Wray, A., "Formulaic language and the lexicon" Cambridge University Press 2002

      36 Laufer, B., "Focus on form in second language vocabulary learning" 5 : 223-250, 2005

      37 Posen Liao, "EFL Learners’ Beliefs about and Strategy Use of Translation in English Learning" SAGE Publications 37 (37): 191-215, 2016

      38 Ringbom, H., "Cross-linguistic similarity in foreign language learning" Multilingual Matters 2007

      39 Tomasello, M., "Constructing a language: A usage-based theory of language acquisition" Harvard University Press 2003

      40 Oxford University Press, "Anne of Green Gables: Oxford bookworms stage 2 reader for iPhone/iPad (version 1.2) [Mobile application software]"

      41 Durrant, P., "Adult learners’ retention of collocations from exposure" 26 (26): 163-188, 2010

      42 Cross, S., "A linguistic analysis of simplified and authentic texts" 91 (91): 15-30, 2007

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      학술지 이력

      학술지 이력
      연월일 이력구분 이력상세 등재구분
      2027 평가예정 재인증평가 신청대상 (재인증)
      2021-03-01 학술지명변경 한글명 : 영상영어교육(STEM Journal) -> 영상영어교육
      외국어명 : STEM Journal -> Journal of English Teaching through Movies and Media
      KCI등재
      2021-01-01 평가 등재학술지 유지 (재인증) KCI등재
      2018-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2015-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2011-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2008-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
      2007-01-01 평가 등재후보 1차 PASS (등재후보1차) KCI등재후보
      2005-01-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      학술지 인용정보

      학술지 인용정보
      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 0.81 0.81 0.72
      KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
      0.77 0.73 0.651 0.29
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