• 인지과학
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• 제34권4호
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• pp.259-275
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• 2023

본 연구는 McConkie와 Rayner(1975)가 고안한 움직이는 창 기법을 사용해 덩이글의 내용 난이도에 따른 글꼴 변화맹의 발생 여부를 조사했다. 이를 위해 움직이는 창이 처치된 읽기 과제 수행 중 본문 글꼴과 다른 표적 어절을 제시하고 참가자의 시선이 해당 어절 위치에 도착한 순간 표적 어절의 글꼴을 본문과 동일한 글꼴로 변화시켰다. 변화 이전 표적 어절의 글꼴은 본문 글꼴이 세리프인 경우 산세리프 글꼴이었으며 혹은 반대로 산세리프인 경우 세리프 글꼴이었다. 읽기 과제 종료 후 참가자의 절반 이상(62.5%)이 글꼴 변화를 탐지하지 못했다고 보고했다. 각 문장 내에서의 안구 운동을 관찰한 결과 덩이글 내용에 대한 이해가 어려웠을 때 안구운동 회귀횟수와 응시시간이 증가했고 도약거리가 단축되었다. 특히 회귀횟수 증가는 본문 글꼴이 세리프였을 때 즉 표적 어절 글꼴이 산세리프에서 세리프로 변화한 경우에만 분명했다. 이러한 결과는 내용 이해와 무관한 감각적 간섭은 읽기 수행 도중 잘 탐지되지 않지만, 과제 본문에 대한 내용 이해가 어려워지면 오히려 탐지될 가능성이 증가함을 시사한다. 더 나아가 이러한 예외적인 탐지의 가능성은 본문 덩이글 글꼴이 산세리프 글꼴인 경우보다 세리프 글꼴일 때 더 높아질 수 있음을 시사한다.

• 영어어문교육
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• 제17권3호
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• pp.57-71
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• 2011

The purpose of this study is to investigate the possibility of the use of reading aloud as a way of teaching English reading in a formal college-level English reading classroom. The study tried to examine the effects of reading aloud on the development of English reading ability in terms of comprehension and speed and the students' perceptions of the use of reading aloud in an English reading classroom. The participants of the study were 36 third year students at a college. The results of the cloze test and reading speed test showed that reading aloud had a positive effect on the improvement of English reading ability. The students received higher scores in the cloze test after the course and read a text faster than before the course. The analysis of the course evaluation questionnaire indicated that the students in the study showed positive attitudes toward the use of reading aloud in an English reading classroom. Most of the students reported that reading aloud was an effective way of improving their English reading comprehension and speed. However, the students were not fully satisfied with the reading materials used in the study. The results of the present study indicated that reading aloud may be incorporated into a formal English reading classroom effectively.

• 영어어문교육
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• 제18권2호
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• pp.1-20
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• 2012

This study aims to propose using English reading strategies to enhance Intercultural Communicative Competence (ICC) for EFL learners. The study recruited college-level participants who were enrolled in a general English reading course (N=30) and administrated the surveys with a Repeated Measures Design (RMD). In the survey, an intercultural sensitivity scale and metacognitive reading strategies inventory were conducted for comparison. During the instruction, participants were asked to use the R.I.D.E.R. (i.e. Read, Image, Describe, Evaluate, and Repeat) strategy for visualization of text, which is aimed at facilitating the use of metacognitive reading strategies. In the results, participants showed a statistically significant increase both in the intercultural sensitivity level and the use of metacognitive reading strategies after the practice of R.I.D.E.R for one semester. Further analysis was appended to the results by the correlation and regression analysis, and proposed that participants benefit their development of intercultural sensitivity from the use of metacognitive reading strategies. Therefore, the study suggests that implementing metacognitive reading strategies facilitates college EFL readers to increase their cultural sensitivity, which empowers ICC through English reading (176words).

• 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.

• 영어어문교육
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• 제9권spc호
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• pp.185-208
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• 2003

The purpose of this paper is to examine some of the theories concerning socioaffective strategies, to analyze the dialogues of the students negotiating for meaning of a reading material and to suggest some implications of socioaffective strategies for teaching reading. The examination of the theories - the interaction hypothesis and the sociocultural theory - suggest that the use of socioaffective strategies facilitates more effective understanding of information that is to be found. distributed, and taken in among the participants. The discourse analyses of the students' interaction in a Korean college English reading class show ample evidence of the use of socioaffective strategies that helped them understand the meaning of a text. However, the analyses show that the strategies are mostly used to ask questions concerning the meaning of clauses. Only few analytical questions are raised for some structural and pragmatical features in the text which are crucial to the understanding of its meaning. Imbalance also exists in the types of the questions used by the participants. The analyses indicate that, instead of negotiating more interactively, the students tend to rely upon a more advanced student when they face difficult English sentences. Therefore as a conclusion this paper emphasizes the importance of teaching socioaffective strategies to help students to help themselves to become more cooperative, independent and analytical in reading English texts.

• 영어어문교육
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• 제18권3호
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• pp.1-24
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• 2012

It has long been shown that Korean EFL students have not practiced extensive reading in school curriculum. Their vocabulary knowledge is limited and a tool for measuring text readability for them has hardly been developed and used. The study aimed to check the current situations on the above issues and develop a reading framework appropriate for extensive reading within the national English curriculum, including the Readability Formula in Korean EFL contexts (KRF). The study consists of four steps. The study does a survey to check the current Korean EFL situations on the issues, suggests a new vocabulary learning size, develops a readability formula as a tool for measuring text difficulty based on the newly suggested vocabulary size, and finally validates the formula with various kinds of English books, including the primary and secondary school English textbooks. It is expected that this study will provide a model for the vocabulary size and the readability index for extensive reading in EFL contexts.

• 영어영문학
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• 제56권6호
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• pp.1281-1294
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• 2010

In Written on the Body, by creating the narrator's ungendered and unsexed identity, Winterson makes her text open to the reader's assumption of the narrator's sexual and gender identity. Thus, this novel has been read, on the one hand, as a lesbian text by those who assume that the narrator is a female and, on the other hand, as a suspicious text colluding with patriarchal and heterosexual values by those who define the narrator as a male. Those readings of the narrator as one of either sex/gender, however, demonstrate how (academic as well as general) readers have been accustomed to the gender-based reading habits in which textual meanings are dichotomously arranged along the lines of sex and gender of characters. Challenging those dualistic "gendered" readings, this paper reads Winterson's Written on the Body as a queer text which interrogates, troubles, and subverts the heterosexual concepts of narrative, desire, and body without reducing the narrator's identity to the essentialist sex and gender system. More specifically, this paper examines how the narrator's 'un-/over-' determined sexual and gender identity queers the narrative structure of author-character-reader; how the narrator's queer (fluid) desire is passing and traveling across categorical contours of (homo-/hetero-) sexual desires; how Winterson challenges the concept of a coherent body and queers the concept of body as a hermeneutic text with myriad textual grids which are not coherently mapped by power but randomly inscribed by nomadic desires.

• 영어어문교육
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• 제11권4호
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• pp.209-235
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• 2005

The purpose of the present study was to investigate the effectiveness of reciprocal teaching procedure for improving Korean college students' reading comprehension of English text. In particular, this study sought to explore the qualitative features, if any, in students' use of reading comprehension strategies presented in the process of Reciprocal Reading Procedure (RRP). In order to accomplish the goal of the study, transcripts of the students' dialogues, open-ended questionnaires, and researchers' observation notes were examined. The results of the study showed that the participants used different four kinds of reading strategies in the process of RRP (questioning, clarifying, predicting, summarizing). The findings also suggested that the readers with limited knowledge of vocabulary had difficulty in moving on to the next level. Additionally, future research direction and some pedagogical implications are presented for the practical EFL classroom.

• 아동학회지
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• 제25권1호
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• pp.31-46
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• 2004

This study of 322 elementary school children examined the interrelatedness of internet preference, frequencies of internet activities, usage of children's popular internet sites, knowledge of internet sites, and children's reading abilities. Usage of children's popular internet sites and knowledge of internet sites are interrelated with decoding and comprehension. Age, knowledge of internet sites, and sex predicted children's reading abilities. The extent of exposure to various internet activities differentiated children's reading comprehension. Results show that processes of reading text information and multimedia materials through the internet involve not only the skills of reading traditional printed texts but also new reading strategies.

• 한국HCI학회논문지
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• 제7권2호
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• pp.57-64
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• 2012

최근 독서 장애인을 위한 국제 디지털 음성 도서 표준인 DAISY를 통해 장애인의 고등 교육을 위한 연구가 활성화되고 있으나 그림이나 수식과 같은 특수요소는 음성도서에서 독음해주기 힘들다. 이를 위해, 본 연구에서는 중학교 및 고등학교 1학년 교과과정에 포함된 수식을 토대로 Contents MathML에 대한 한글 독음 규칙을 정의하였다. 또한, 정의한 한글 독음 규칙에 따라 Contents MathML로 표현된 수식을 독음해주기 위한 프로그램을 XSLT로 구현하였다. 본 연구에서 구현한 프로그램을 검증하기 위해 사용성을 검토하였다.