• 대한음성학회:학술대회논문집
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• 대한음성학회 2007년도 한국음성과학회 공동학술대회 발표논문집
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• pp.95-98
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• 2007

This study investigates pause positions of Korean students' reading of an English script. 12 natives speakers of English and 18 Korean students were asked to read The North Wind and the Sun. The common pause positions were determined by examining the pauses of the native speakers' readings. Korean students were asked to mark pauses on a script. And then they were trained to put pauses as native speakers of English do. Although some errors have been corrected after the training, others have not been corrected in Korean students' readings. Korean students made fewer errors in marking on the script than in reading the script. They seem to know where to put pauses, but lack of practice makes it difficult to put pause in the right positions when they read. That suggests that teachers should continue to teach students where to put pauses in their reading or speaking English.

• 영어어문교육
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• 제17권3호
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• pp.273-290
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• 2011

This paper presents a case study involving one Korean primary school student and people around him in order to explore the reading process in English of a young Korean EFL learner and to investigate the social context in which his reading takes place. Six participants were included in the study (one primary school student and five adult participants). The student participant was asked to read a text in English and translate what he read into Korean and the teacher participants were asked to listen to the student's reading. Semi-structured interview was used to collect data from the student as well as five adult participants (his private tutor, his parent, his state school teacher, and two other state school teachers). The analysis reveals four characteristics of the way a young EFL learner approaches reading: word-by-word reading, disconnected word recognition, selective use of cues, and lack of awareness of difficulties. The four characteristics of Kilsu's reading suggest that reading can become a wild guessing game for young foreign learners, if they give selective attention to unimportant cues while reading. The pedagogical implications of this study are also discussed to help teachers designing reading lessons for young learners.

• 한국보육지원학회지
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• 제6권2호
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• pp.57-81
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• 2010

본 연구의 목적은 균형 잡힌 영어접근 프로그램이 유아들의 영어 읽기와 쓰기능력 증진에 효과적인지를 살펴보고자 하는 것이다. 이를 위해 D시의 유치원 만5세 유아 36명을(실험, 통제집단 각 18명씩) 대상으로 실험집단에 균형적 영어접근 프로그램을 8주간 주 2회 실시하였다. 본 연구의 검증을 위해 활용한 검사도구는 알파벳 읽기능력과 단어읽기능력은 이옥섭(1999)의 단어읽기 검사를 수정하여 사용하였으며, 책읽기 능력은 Sulzby(1985)의 읽기 발달단계를 검사도구로 사용하였다. 유아들의 쓰기발달 수준을 측정하기 위해 Hildreth(1936)와 Schikedanz(1986)의 쓰기 발달단계에 기초하여 이경화(1997)가 수정한 도구를 사용하였다. 수집된 자료는 SPSS 14.0 통계 프로그램을 사용하여 ANCOVA분석을 하였다. 연구결과를 요약하면, 첫째, 균형적 영어접근 프로그램이 유아들의 읽기능력 증진에 효과적임이 밝혀졌다. 하위 요인가운데 알파벳 읽기와 단어읽기는 통계적으로 유의미한 차이가 나타났으나 영어책읽기에는 차이가 나타나지 않았다. 둘째, 균형적 영어접근 프로그램이 유아들의 쓰기능력 발달에 효과적임이 밝혀졌다. 따라서, 균형적 영어접근 프로그램이 유아들의 영어 읽기와 쓰기능력 증진에 긍정적 효과가 있음을 알 수 있었다.

• 영어어문교육
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• 제18권2호
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• pp.171-187
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• 2012

This study aims to investigate the effects of learning strategy-based early reading instruction for English underachieving students. For this purpose of the study, sixteen learning strategies were driven from the review of previous related literature and the result of the survey conducted to the students and the teachers. Strategy integrated early reading instruction was implemented to nine students for thirteen weeks. The word recognition test was conducted before and after the instruction to examine whether the instruction had effects on the increase of their early reading skill. In addition, in order to investigate certain change in students' affective aspects after the instruction. The research conducted survey to the students. A teacher's field note and students' class journal were also analyzed to verify the results from the quantitative test. The results indicated that the instruction led to the increase of students' early reading skills. It was also found that the instruction motivated the underachieving students to devise a strategy for their learning process.

• 인지과학
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• 제26권2호
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• pp.125-146
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• 2015

본 연구는 초등학교 5학년 학생들을 대상으로 한국어 음운인식이 영어 음운인식에 기여하는지의 여부와, 한국어와 영어의 음운인식이 한글과 영어 읽기 및 쓰기와 관련이 되는지를 살펴보았다. 그 결과, 어휘력과 연령을 통제한 후에 한국어 음운인식은 영어 음운인식의 변량을 유의하게 설명하였다. 구체적으로 한국어 음절과 음소인식은 영어 음절인식을 예측하였고, 한국어 음소인식은 영어 음소인식을 예측하였다. 연령과 어휘력을 통제한 후에 영어 음소인식은 영어와 한글의 읽기와 받아쓰기의 변량을 유의하게 설명하였다. 또한 한국어 음절인식이 한글읽기를 설명하였으며, 영어 음절인식은 한글 받아쓰기를 설명하였다. 본 연구의 결과는 음운인식은 상위언어적 기술(metalinguistic skill)로 한국어에서 영어로 언어 간 전이되는 것을 시사한다. 또한 음소인식이 영어의 읽기와 쓰기에 중요하지만, 음소와 음절인식이 한글의 읽기와 쓰기에 중요한 것을 시사한다.

• 영어어문교육
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• 제16권3호
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• pp.19-34
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• 2010

This study investigates how EFL learners' chunking ability both in oral and silent reading affects reading comprehension, and how the chunking ability in silent reading relates to that of oral reading. The participants of this study consisted of 30 Korean university students taking a required 'English Reading' course. Chunking is a technique of grouping words into meaningful syntactic units for better understanding. Chunking was measured from pauses in oral reading. Results of this study suggest that the participants who can chunk properly both orally and silently display better comprehension of texts in general. However, chunking in silent reading was found to be a stronger indicator of improved reading comprehension. Also, the chunking skills in silent reading showed a statistically strong correlation with those observed in oral reading, suggesting that the chunking ability in silent reading may develop in parallel with that of oral reading. Oral as well as silent reading should be continuously practiced to improve reading comprehension of all levels of EFL learners, including low levels of learners. There is also a need to encourage students to read aloud with appropriate prosodic cues to help them read in meaningful units of words, therefore increasing EFL learners' comprehension not only in reading but also in listening.

• 영어어문교육
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• 제7권1호
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• pp.137-160
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• 2001

This paper is to suggest the way to improve EFL reading skill through semantic mapping by leveled group activities. Semantic mapping is a categorical structuring of information in graphic forms or diagrams. It can be used to activate and organize background knowledge on topics in classrooms. For small group activities, the class is divided into higher leveled groups and lower leveled groups of four members based on their grades. The teaching process has three stages: Pre-reading, while-reading, and post-reading. In the pre-reading stage, students discuss what they know about the topic. They map ideas with a brainstorming technique. In the while-reading stage, they read the text about the topic. While they are reading, they could ask some questions they might have and discuss the information in the text and categorize them with semantic mapping. In the post-reading stage, they discuss what they thought of the topic and add some information about the topic with semantic mapping. For the subjects of this study, third grade, middle school students were selected: 41 students for the experimental group and 35 students for the control group. The experimental period covered almost one semester from March to August, 2000. The results were as follows: 1) The students in the experimental group had higher scores in reading comprehension than those in the control group when semantic mapping was used; 2) The use of semantic mapping in reading comprehension was found to be much more effective in the higher leveled group than in the lower leveled group; 3) The results of questionnaires showed that many students became more interested and motivated in English, and semantic mapping helped them to participate positively in reading the English text. Thus, using semantic mapping by leveled group activities can be an effective alternative to traditional teaching methods for teachers who desire to improve reading skill in middle school students' English classes.

• International Journal of Contents
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• 제10권2호
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• pp.59-66
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• 2014

The Purpose of this study is to examine the effects of the Smart reading program, Smartree, in an elementary English class. Recently in Korea, the use of smart technologies in education has become an issue with the introduction of a new educational platform and increased social interaction between teachers and students. The Smart learning paradigm is converging with technology and social learning. This study examines an English reading method using smart technology and how it affects the improvement of elementary students' reading ability, we also suggest effective reading methods related to Smart learning suitable for this new educational trend. The results showed that the use of a tablet PC based Smartree reading program had meaningful effects on both improvements of cognitive reading ability and changes in affective attitude.

• 영어어문교육
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• 제15권4호
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• pp.1-22
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• 2009

This case study aimed to explore proficient EFL readers' perceptions and experiences about reading tasks and how those perceptions and experiences influence their reading processing behaviors, and to examine how the cultural background of a text affects their reading strategies and comprehension. Three college students who were non-English majors participated in this study. Three data sources were employed: questionnaires, interviews, and think-alouds. The results showed that: (1) the participants emphasized comprehension as the goal of reading and considered themselves good EFL readers; (2) their reading purposes were closely associated with personal pursuits; (3) they preferred to read materials that deal with areas of interest but did not try to take a risk in terms of level of difficulty and/or length; (4) they implemented a multistrategic approach to reading in that the majority of their strategy use was in conjunction with their concern about meaning construction; (5) they were able to develop useful understandings of unknown vocabulary; and (6) their clear awareness of the cultural background presupposed in the text helped them invoke prior knowledge and reduce unknown vocabulary hindrances which contributed to comprehension. Pedagogical implications for EFL reading instruction are provided.

• 영어어문교육
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• 제15권2호
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• pp.27-49
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• 2009

This study aimed to explore EFL learners' beliefs and preferences about reading tasks and to examine the reading processes that they use for making sense of text. The subjects were comprised of 107 college students who were non-English majors and aged 19-28 years. Based on scores achieved on a reading comprehension test, they were divided into two groups (more-skilled and less-skilled readers) and asked to respond to a survey in class. The results of the survey revealed that: (1) a majority rate themselves as fair readers, which might be indicative of the insecurity they feel toward L2 reading; (2) authentic texts (especially magazines) and popular media appear to be their favorite reading materials; (3) unknown vocabulary is a major impediment to their L2 reading comprehension; (4) the more-skilled readers manifest a meaning centered view of reading, whereas the less-skilled readers center on vocabulary; and (5) both groups employ a multistrategic approach to L2 reading; however, the less-skilled readers are less successful in determining the meaning of unknown vocabulary. Pedagogical implications for EFL classroom teachers are provided.