• 영어어문교육
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• 제18권3호
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• pp.77-92
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• 2012

This paper explores the learners' experience process and features in the initial stage of extensive reading process through college students' daily based journal writings. The subjects of this study were 10 volunteer students and they kept their journals from 30 minutes to 2 hours daily based for two weeks. The participants took pre and post tests in order to find out how their reading comprehension ability improved. Four of them improved it while the rest of them did not. After writing journals for two weeks, all students agreed on the potential power of extensive reading. In addition, they realized their learning problems and tried to overcome them on their own ways. Although the research period was only two weeks, the students showed the potential of extensive reading in learning English. From the results of the study, extensive reading encouraged the students to read more and they were convinced that extensive reading will lead to successful learning English. It can be meaningful outcome from the 2-week period research. Thus, a longer period scheme could provide more detail information to the extensive reading.

• Child Studies in Asia-Pacific Contexts
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• 제5권2호
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• pp.95-105
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• 2015

We developed a test of English silent word reading, following work by Mather, Hammill, Allen and Roberts (2004) and Bell, McCallum, Krik, Fuller, and McCane-Bowling (2007), in order to tap Hong Kong Chinese children's reading of English as a foreign language. We created one subtest of individual word reading and another of word reading contextualized within sentences; together, these tests require no more than 10 minutes for administration. In Study 1, we administered the entire test to 552 second grade Hong Kong Chinese children between the ages of 70 and 121 months old, from five different primary schools. The association between the subtests of English silent word reading and contextual reading was positively correlated (.78). In Study 2, 77 Hong Kong Chinese second graders were tested on our newly developed English silent word reading test, together with non-verbal IQ, an English word reading and a Chinese character recognition test (both read aloud). With age and non-verbal IQ statistically controlled, there was a significant correlation between English silent word reading and the more standard English word reading, read aloud, (.78); the association between English silent word reading and Chinese character recognition was also positively correlated (.49). This newly created test is a quick and reliable measure, suitable for both educators and researchers to use to identify poor readers who learn English as a foreign or second language.

• 영어어문교육
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• 제16권4호
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• pp.153-184
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• 2010

On the bases of the 5 principles and the 4 criteria for designing and developing of the listening and the reading test of National English Ability Test (NEAT), this study presents Item-Types Decision-Making Model as a blueprint for designing and constructing the two tests. It sets up the criteria for validating item types, designs a modular type of test specifications, constructs an item-types bank, and specifies a complementary type of test specifications of the two tests. To gather all these threads up, it constructs Item-Types Decision-Making Model which consists of such components as the item-type pool, the validity criteria and the procedures of testing item types, the item-types bank, the modular and the complementary type test specification. Thus, it shows how the Model works in developing and constructing the two level-differentiated listening and reading tests (the 2nd and the 3rd rank) of NEAT. Finally, it discusses some implications and applications of the Model to the two level-differentiated tests (the A and the B type) of 2014 CSAT (College Scholastic Ability Test) systems, National Assessment of Educational Achievement (NAEA), and classroom testing. In conclusion, Item-Types Decision-Making Model functions as a testing template in an item development system and as a matrix in an item-types bank system.

• 한국비블리아학회지
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• 제23권4호
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• pp.479-496
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• 2012

영어는 국제적 환경에서 중요한 정보 활용의 도구로 인식되고 있어 영어독서능력도 점차 중요한 정보 활용능력으로 주목받고 있다. 이 같은 변화는 공공도서관 독서 프로그램에도 영향을 미치는 요인이 되고 있어 이 연구에서는 비영어권 이용자를 대상으로 하는 영어독서지도 프로그램의 운영 역사가 긴 미국 캘리포니아 지역의 50개 공공도서관에서 운영하는 영어독서지도 프로그램의 현황과 성공사례를 분석하여 국내 도서관이 수용할 수 있는 주요 요소와 시사점을 제시하고자 하였다. 분석결과 중 주목할 만한 사항은 공공도서관이 평생교육측면에서 성인들의 영어독서활동을 지원하여야 하는 역할을 해야 한다는 점과 가정 내에 영어독서환경을 조성할 수 있도록 지원하여 도서관 중심의 독서활동을 가정으로 확장하여 영어독서습관을 형성할 수 있도록 지원해야 한다는 것이다. 또한 모국어 독서습관이 외국어 독서활동에도 중요한 영향을 미치고 있으므로 영어독서 프로그램의 선행과정으로 모국어 독서역량을 강화해야 하는 것도 중요한 시사점이다.

• 한국콘텐츠학회논문지
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• 제9권7호
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• pp.411-418
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• 2009

이 연구의 목적은 영어 독해 전략이 영어 독해에 미치는 영향에 대해서 연구하였다. 이 연구를 위해 다음과 같이 3개의 연구문제를 제시하였다 첫째, 한국대학생이 사용하는 독해 전략을 연구하였고, 둘째, 성별에 따른 영어 독해전략 사용에 대해 연구하였다. 셋째, 영어 숙달도에 따른 영어 독해전략 사용의 차이점을 연구 하였다. 이 연구를 통해 다음과 같은 사실을 발견하였다. 첫째, 한국대학생들은 6가지의 범주중 에서 기억전략을 가장 많이 사용한 반면 초인지전략을 가장 적게 사용하였다. 둘째, 성별에 따라 독해 전략 사용의 차이가 있음을 알 수 있었으며 셋째, 영어 숙달도에 따른 독해 전략 사용의 차이가 있음을 알 수 있었다. 이 연구는 독해전략 사용이 영어 독해 능력을 강화 시킬 수 있음을 보여주고 있으며, 영어 선생님들은 영어 독해 수업시간에 학습자들에게 맞는 적절한 독해 전략 사용을 고려하여 수업을 진행 하여야 할 것이다.

• 영어어문교육
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• 제13권3호
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• pp.1-22
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• 2007

The study examined the effects of explicit derivational morphology instruction (henceforth DMI) on the incidental vocabulary acquisition and reading comprehension of 132 Korean 1st-year high school students who responded to a battery of tests (two vocabulary tests and a reading comprehension test). Multiple statistical tools were used to analyze the data: Analysis of Covariance (ANCOVA), Analysis of Variance (ANOVA), Simple Regression Analysis, Tests of Simple Main Effects, and effect size computation using Cohen's d. The results indicated that (a) DMI enhanced students' ability to infer word meanings in context, (b) DMI promoted high proficiency students' reading comprehension, whereas it impeded intermediate proficiency students' reading comprehension, (c) vocabulary knowledge has a strong positive predictive value for reading comprehension, and (d) the gaps of vocabulary knowledge across proficiency levels were still substantial, despite the observation that DMI promoted students' vocabulary acquisition. These results have a bearing on English as Foreign Language (EFL) reading pedagogy.

• 영어어문교육
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• 제10권2호
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• pp.113-132
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• 2004

This study aims to suggest desirable directions through analyzing English test items of college entrance examinations(CEE) in Korea, China, and Japan. To achieve this, English test items of Scholastic Ability Test(SAT) in Korea were compared with those of CEE in China and Japan, and test items of TOEFL and IELTS. It was found that there were not many items for testing productive skills relatively to the tests of other countries including TOEFL and IELTS. Especially, there were integrated items for writing test in China. In case of speaking test, all the other country adopted direct ways like interview and oral test, not indirect test as in the SAT in Korea. It is suggested that there need to be included test items comprising long passages in order to measure extensive reading ability. It can be suggested that doze test be adopted for testing integrated proficiency of English.

• 영어어문교육
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• 제18권3호
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• pp.207-221
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• 2012

This study examines the importance of learning language and cultural integration in general English class focused on TOEIC reading comprehension. The understanding of cultural learning and learners' cultural awareness has long been a subject of debate. This study was not only to analyze the improvement of students' interest and reading comprehension ability of TOEIC through cultural learning, but also to ensure students who learn American culture overcome cross-cultural miscommunication and improve their English reading comprehension skills. Pre-post surveys and the pre-post TOEIC tests were used to measure language proficiency and American cultural knowledge to two groups: the experimental and control group. The results from the study were as follows: First, students had better TOEIC scores with improved motivation after understanding American culture relevant to the lessons. Second, reading comprehension skills with regards to TOEIC also improved, compared with the students who were not exposed to American culture due to lack of opportunity.

• 한국콘텐츠학회논문지
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• 제16권4호
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• pp.741-756
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• 2016

본 연구는 영어 동화를 읽기 교육에 활용한 여러 선행연구의 실험 결과를 개별 데이터로 보고 메타분석을 활용하여 통계적으로 분석한 결과 영어 동화 활용 읽기 지도의 효과성에 대해 알아보는 데 목적이 있다. 이를 위해 교실수업에서 실험집단과 비교집단을 설정하고 영어 동화를 독립변인으로 하여 실험을 진행한 80편의 국내 발표 학술지 및 논문을 메타분석 대상으로 선정하여 효과크기를 산출한 결과 다음과 같은 결론을 도출하였다. 유 초등 학습자를 대상으로 한 영어 동화를 활용한 읽기 교육은 인지적 정의적 영역 모두에서 유의한 효과가 나타났으며, 특히 초등 고학년보다 유아~초등 2학년에게서 더 높은 효과가 있다. 또한 영어 동화 읽기 지도 접근법에 따라 분석한 결과, 인지적 영역에서 하향식 모델, 균형식 모델, 상향식 모델의 순으로 그 효과가 높은 것으로 드러났다. 또한 본 연구를 통해서 영어 동화를 많이 투입하는 것보다 적은 수의 동화라 하더라도 그와 관련된 다양한 활동을 구안하여 적용하는 것의 효과적이라는 사실을 발견했다.

• 영어어문교육
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• 제13권4호
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• pp.127-152
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• 2007

Recently, the number of students to choose to study in Australia has been increasing significantly. The purpose of this study is to examine how Korean primary school children perceive their own English language learning and cultural adaptation in Australia. A questionnaire survey was conducted with 34 Korean children aged 8-13 who were attending primary schools in Brisbane, Queensland. The study results show that they made diverse efforts to learn English language and culture in Australia, such as making English-speaking friends, watching TV/video/DVD, reading English books, and studying with a foreign tutor. Their English listening and writing abilities were thought to be improved most, followed by speaking, reading and cultural understanding after studying in Australia. The subjects were mostly satisfied with their study and life in Australia but they had difficulties with communicating in English, homesickness, foods, weather, insects, and discrimination. In particular, they had problems with understanding classes conducted all in English and participating in the classroom activities due to their low level of English ability and understanding of Australian classroom culture. The findings of this study have pedagogical implications for educators both in Australia and Korea.