명시적인 학습전략 훈련이 아랍어 듣기 및 읽기 능력에 미치는 영향 : CALLA 모델 적용 효과 = The Effects of the Explicit Learning Strategy Instruction on Arabic Learners` Listening and Reading Abilities : The Applicability of the CALLA Model

다국어 초록 (Multilingual Abstract)

This study examined the applicability of the CALLA model, which integrates content subject instruction with academic language development and explicit instruction on learning strategies, to Korean AFL learners. The study was undertaken with highly controlled setting. 45 Korean AFL learners were selected and allocated randomly into an experimental group and a control group. The experimental group was given explicit learning strategy instruction, along with content and language instruction, by applying the CALLA model over 4-week period, while the control group was given only content and language instruction during the same period. The results were collected and analyzed in order to investigate the effects of the explicit strategy instruction on Arabic learners` listening and reading abilities. Also, the effects of the explicit strategy instruction on participants` listening and reading strategy use were examined through survey questions. The main results are as follows. First, the Arabic learners in the experimental group showed more improvement on their post-listening test than those in the control group, which was statistically significant. Second, the improvement in the postreading test result was not statistically significant in both experimental and control group. As for the types of reading, top-down reading ability of the learners in the experimental group significantly improved, only in the higher-level learners. Third, the data from the survey questions on listening and reading strategy use showed that the learners in the experimental group significantly improved their listening and reading strategy use in all those five areas: memory strategies, cognitive strategies, compensation strategies, meta cognitive strategies, and socio-affective strategies.

참고문헌 (Reference)

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