독해 전략 강화 훈련을 통한 전략 사용의 변화

• 영문명: Changes in learner beliefs and strategy use through strategy-based instruction
• 발행기관: 한국외국어교육학회
• 저자명: 김현옥(Hyeon-Okh Kim)
• 간행물 정보: 『Foreign Languages Education』Vol.13 No.4, 193~217쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2006.12.01

영문 초록

  This present study borrows the framework of action research as a tool for improving the quality of instruction in a university reading comprehension course by reflecting previous and current teaching practices, by incorporating students’ feedback and preferences, and by intervening students’ beliefs and strategy use. In doing so, the study examines the potential effects and problems of strategy-based instruction in the reading comprehension tasks that integrate TETE in collaborative, task-based learning environment. The students were assigned to the training of two different types of strategies in terms of language processing: paraphrasing vs. translation strategies in a TETE class. A total of 107 students from two reading comprehension courses were asked to take a TOEFL and answer a self-report questionnaire both at the beginning and at the end of the semester. While students’ use of metacognitive and cognitive strategies increased significantly, their use of translation strategies and beliefs about translation were persistent to change as the students seemed to regard translation an important tool for reading comprehension. A follow-up interview and course evaluation were also used for triangulating the quantitative findings. It is suggested that the role of L1 in language classes should be revisited and the English-only policy be reconsidered.

목차

Ⅰ. 서론
Ⅱ. 선행연구 및 이론적 배경
Ⅲ. 연구방법
Ⅳ. 연구결과 및 논의
Ⅴ. 결론 및 시사점
참고 문헌
부록

키워드

Strategy-Based Instruction Learner Beliefs Reading Strategy 전략 훈련 학습자 신념 독해 전략