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      활자적 입력강화와 명시적 지시 및 주제 친숙도가 영어 수동태 학습 및 지문이해에 미치는 영향

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      https://www.riss.kr/link?id=A99914580

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      다국어 초록 (Multilingual Abstract)

      This study sought to investigate the effects of typological input enhancement, explicit instruction, and topic familiarity on Korean college students’ learning of the passive form and reading comprehension. To this end, six classes of 157 Korean EFL...

      This study sought to investigate the effects of typological input enhancement, explicit instruction, and topic familiarity on Korean college students’ learning of the passive form and reading comprehension. To this end, six classes of 157 Korean EFL college students were assigned to six groups. They were first asked to take a pretest, and were given two-stage treatments. The first stage was concerned with two-hour topic familiarity training provided for half of the six groups. The second stage involved two input enhancement treatment sessions. After each of the input enhancement treatment session, a written recall task was conducted in order to see what the participants could recall from the reading. Following all treatments, the experimental groups completed a form recognition posttest. The findings showed that the groups provided with enhanced texts with explicit instruction received significantly higher scores on the form recognition posttest, whereas topic familiarity training had no significant effect on learners’ processing of grammatical forms. Furthermore, the results of the free recall task showed that regardless of explicit instruction, the students with the enhanced texts outperformed those with the unenhanced texts on reading comprehension. Theoretical and pedagogical implications are discussed.

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      목차 (Table of Contents)

      • Ⅰ. 서론
      • Ⅱ. 이론적 배경
      • Ⅲ. 연구 방법
      • Ⅳ. 연구 결과 및 논의
      • Ⅴ. 결론 및 제언
      • Ⅰ. 서론
      • Ⅱ. 이론적 배경
      • Ⅲ. 연구 방법
      • Ⅳ. 연구 결과 및 논의
      • Ⅴ. 결론 및 제언
      • 인용문헌
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      참고문헌 (Reference)

      1 조윤경, "입력강화 주제 친숙도 학습자의 사전지식 수준이 목표문법학습 및 지문 이해도에 미치는 영향" 글로벌영어교육학회 18 (18): 129-159, 2013

      2 제선미, "입력 강화, 명시적 지시 및 주제 친숙도가 목표문법 학습과 지문 이해도에 미치는 영향" 부경대학교 2014

      3 Shook, J., "What Foreign Language Reading Recalls Reveal about the Input-to-intake Phenomenon" 10 (10): 39-76, 1999

      4 Cobb, T., "VocabProfile Program [computer Software]"

      5 박향숙, "Visual Input Enhancement, Attention, Grammar Learning, & Reading Comprehension: An Eye Movement Study" 한국영어교육학회 67 (67): 241-265, 2012

      6 Lee, S.-K., "Visual Input Enhancement and Grammar Learning: A Meta-analytic Review" 30 (30): 307-331, 2008

      7 Stanovich, E., "Toward an Interactive-compensatory Model of Individual Differences in the Development of Reading Fluency" 16 (16): 32-71, 1980

      8 de Bot, K., "Toward a Lexical Processing Model for the Study of Second Language Vocabulary Acquisition" 19 (19): 309-239, 1997

      9 Rumelhart, E., "Theoretical Models and Processes of Reading" International Reading Association 722-750, 1985

      10 Rumelhart, E., "Theoretical Issues in Reading Comprehension" Lawrence Erlbaum 33-58, 1980

      1 조윤경, "입력강화 주제 친숙도 학습자의 사전지식 수준이 목표문법학습 및 지문 이해도에 미치는 영향" 글로벌영어교육학회 18 (18): 129-159, 2013

      2 제선미, "입력 강화, 명시적 지시 및 주제 친숙도가 목표문법 학습과 지문 이해도에 미치는 영향" 부경대학교 2014

      3 Shook, J., "What Foreign Language Reading Recalls Reveal about the Input-to-intake Phenomenon" 10 (10): 39-76, 1999

      4 Cobb, T., "VocabProfile Program [computer Software]"

      5 박향숙, "Visual Input Enhancement, Attention, Grammar Learning, & Reading Comprehension: An Eye Movement Study" 한국영어교육학회 67 (67): 241-265, 2012

      6 Lee, S.-K., "Visual Input Enhancement and Grammar Learning: A Meta-analytic Review" 30 (30): 307-331, 2008

      7 Stanovich, E., "Toward an Interactive-compensatory Model of Individual Differences in the Development of Reading Fluency" 16 (16): 32-71, 1980

      8 de Bot, K., "Toward a Lexical Processing Model for the Study of Second Language Vocabulary Acquisition" 19 (19): 309-239, 1997

      9 Rumelhart, E., "Theoretical Models and Processes of Reading" International Reading Association 722-750, 1985

      10 Rumelhart, E., "Theoretical Issues in Reading Comprehension" Lawrence Erlbaum 33-58, 1980

      11 Leow, P., "The Roles of Textual Enhancement and Type of Linguistic Item in Adult L2 Learners’ Comprehension and Intake" 13 (13): 1-16, 2003

      12 Lee, J. F., "The Relationship of Verb Morphology to Second Language Reading Comprehension and Input Processing" 82 (82): 33-48, 1998

      13 Pulido, D., "The Relationship Between Text Comprehension and Second Language Incidental Vocabulary Acquisition: A Matter of Topic Familiarity?" 54 (54): 469-523, 2004

      14 Haastrup, K., "The Learner as Word Processor" 6 : 34-46, 1989

      15 Pulido, D., "The Impact of Topic Familiarity, L2 Reading Proficiency, and L2 Passage Sight Vocabulary on Incidental Vocabulary Gain through Reading for Adult Learners of Spanish as a Foreign Language" University of Illinois 2000

      16 Hammerly, H., "The Immersion Approach: Litmus Test of Second Language Acquisition through Classroom Communication" 71 (71): 395-401, 1987

      17 Pritchard, R., "The Effects of Cultural Schemata on Reading Processing" 25 (25): 273-295, 1990

      18 Han, Z.-H., "Textual Enhancement of Input: Issues and Possibilities" 29 (29): 597-618, 2008

      19 Wong, W., "Textual Enhancement and Simplified Input: Effects on L2 Comprehension and Acquisition of Non-meaningful Grammatical Form" 13 (13): 17-45, 2003

      20 Santis, D., "Text Enhancement and the Acquisition of English Verbal Inflection -s by L1 Haitian Creole Speakers" 18 (18): 27-49, 2008

      21 Overstreet, M., "Text Enhancement and Content Familiarity: The Focus of Learner Attention" 2 : 229-258, 1998

      22 Nuttall, C., "Teaching Reading Skills in a Foreign Language" Heinemann 1996

      23 Sharwood M., "Speaking to Many Minds: On the Relevance of Different Types of Language Information for the L2 Learner" 7 (7): 118-132, 1991

      24 Wolff, D., "Some Assumptions about Second Language Text Comprehension" 9 (9): 307-326, 1987

      25 Bügel, K., "Sex Differences in Foreign Language Text Comprehension: The Role of Interests and Prior Knowledge" 80 (80): 15-31, 1996

      26 Haynes, M., "Second Language Reading and Vocabulary Learning" Ablex 130-150, 1993

      27 Chern, C., "Second Language Reading and Vocabulary Learning" Ablex 67-82, 1993

      28 Doughty, C., "Second Language Instruction Does Make a Difference: Evidence from an Empirical Study of ESL Relativization" 13 (13): 431-469, 1991

      29 Carrell, L., "Schema Theory and L2 Reading Pedagogy" 17 (17): 553-573, 1983

      30 Paribakht, T., "Reading and ‘Incidental’ L2 Vocabulary Acquisition. An Introspective Study of Lexical Inferencing" 21 (21): 195-224, 1999

      31 Johnson, P., "Reading Comprehension Assessment: A Cognitive Basis" International Reading Association 1983

      32 Lipsey, M., "Practical Meta-analysis" Sage 2001

      33 Lee, J. F., "Pedagogical Norms for Second and Foreign Language and Teaching" John Benjamins 119-140, 2002

      34 Izumi, S., "Output, Input Enhancement, and the Noticing Hypothesis: An Experimental Study on ESL Relativisation" 24 (24): 541-577, 2002

      35 Lee, J. F., "On the use of the Recall Task to Measure L2 Reading Comprehension" 8 (8): 201-211, 1986

      36 Williams, J., "Memory, Attention, and Inductive Learning" 21 (21): 1-48, 1999

      37 DeKeyser, M., "Learning Second Language Grammar Rules: An Experiment with a Miniature Linguistic System" 17 (17): 379-410, 1995

      38 Leeser, J., "Learner-based Factors in L2 Reading Comprehension and Processing Grammatical Form: Topic Familiarity and Working Memory" 57 (57): 229-270, 2007

      39 Leeser, J., "L2 Comprehension and Focus on Form: The Effects of Topic Familiarity, Mode and Pausing" 26 (26): 587-615, 2004

      40 Harley, B., "Interlanguage" Edinburgh University Press 291-311, 1985

      41 Day, E., "Integrating Formal and Functional Approaches in Language Teaching in French Immersion: An Enhancement Study" 41 (41): 25-58, 1991

      42 Harley, B., "Instructional Strategies and SLA in Early French Immersion" 15 (15): 245-260, 1993

      43 Gass, M., "Input, Interaction and the Second Language Learner" Lawrence Erlbaum 1997

      44 Swain, M., "Input in Second Language Acquisition" Newbury House 235-253, 1985

      45 Sharwood M., "Input Enhancement in Instructed SLA: Theoretical Bases" 15 (15): 165-179, 1993

      46 Huckin, T., "Incidental Vocabulary Acquisition in a Second Language" 21 (21): 181-193, 1999

      47 Ellis, N., "Implicit and Explicit Learning of Languages" Academic Press 211-282, 1994

      48 Weber, R., "Handbook of Reading Research" Longman 97-119, 1991

      49 Anderson, C., "Handbook of Reading Research" Longman 255-291, 1984

      50 Long, M., "Foreign Language Research in Cross-cultural Perspective" John Benjamins 39-52, 1991

      51 Doughty, C., "Focus on Form in Classroom Second Language Acquisition" Cambridge University Press 1-12, 1998

      52 White, J., "Focus on Form in Classroom Second Language Acquisition" Cambridge University Press 85-113, 1998

      53 Williams, J., "Focus on Form in Classroom Second Language Acquisition" Cambridge University Press 139-155, 1998

      54 Long, M., "Focus on Form in Classroom Second Language Acquisition" Cambridge University Press 15-41, 1998

      55 Shook, J., "FL/L2 Reading, Grammatical Information, and the Input-to-intake Phenomenon" 5 (5): 57-93, 1994

      56 Johnson, P., "Effects on Reading Comprehension of Language Complexity and Cultural Background Knowledge of a Text" 15 (15): 169-181, 1981

      57 Johnson, P., "Effects on Reading Comprehension of Building Background Knowledge" 16 (16): 503-516, 1982

      58 Lee, S.-K., "Effects of Textual Enhancement and Topic Familiarity on Korean EFL Students’ Reading Comprehension and Learning of Passive Form" 57 (57): 87-118, 2007

      59 Norris, M., "Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis" 50 (50): 417-528, 2000

      60 Shohamy, E., "Does the Testing Method Make a Difference? The Case of Reading Comprehension" 1 (1): 147-170, 1984

      61 Leow, P., "Do Learners Notice Enhanced Forms While Interacting with the L2 Input? An Online and Offline Study of the Role of written Input Enhancement in L2 Reading" 84 (84): 496-509, 2001

      62 Chen, Q., "Discourse Processing of First and Second Language Biology Texts: Effects of Language Proficiency and Domain-specific Knowledge" 81 (81): 209-227, 1997

      63 Reynolds, R. E., "Cultural Schemata and Reading Comprehension" 17 (17): 353-366, 1982

      64 Carrell, L., "Cohesion Is Not Coherence" 16 (16): 470-488, 1982

      65 Leow, P., "Attention, Awareness and Foreign Language Behavior" 47 (47): 467-505, 1997

      66 Alanen, R., "Attention and Awareness in Foreign Language Learning" University of Hawaii Press 259-302, 1995

      67 Jourdenais, R., "Attention and Awareness in Foreign Language Learning" University of Hawaii Press 183-216, 1995

      68 Alderson, C., "Assessing Reading" Cambridge University Press 2000

      69 Lee, J. F., "A Quantitative and Qualitative Analysis of the Word-meaning Inferencing Strategies of L1 and L2 Readers" 1 (1): 24-64, 1997

      70 Skehan, P., "A Cognitive Approach to Language Learning" Oxford University Press 1998

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      연월일 이력구분 이력상세 등재구분
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      2005-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
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      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
      2016 0.17 0.17 0.18
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