A Case Study Investigation of the Relationship between Extensive Reading, Speaking Fluency, and Motivation of a Korean Adult Learner of English as a Foreign Language
- 주제(키워드) extensive reading
- 발행기관 고려대학교 대학원
- 지도교수 이희경
- 발행년도 2011
- 학위수여년월 2011. 8
- 학위구분 석사
- 학과 일반대학원 영어영문학과
- 세부전공 영어교수법 전공
- 원문페이지 90 p
- 실제URI http://www.dcollection.net/handler/korea/000000026513
- 본문언어 영어
- 제출원본 000045668360
초록/요약
Abstract This case study investigated the relationship between extensive reading, speaking fluency and motivation of a Korean adult who is learning a second language. The participant in the case study was a female graduate student of English linguistics. She was evaluated to have low proficiency in the English language based on her TOEFL score, but she was asked to read advanced graded readers, because she has been studying English as a foreign language for more than 10 years, focusing on grammar-based reading through written text in English. The participant was asked to read four books per week for a 12-week research period. She was then interviewed orally using questions related to the book stories and general conversation topics while her speech was being recorded. Only her initial five-minute speech was transcribed every week for the purpose of monitoring her progress in speech fluency. In order to examine the changes in her motivation to read English extensively, a questionnaire was administered every other week including last week. The results of this case study indicate that contrary to expectations, extensive reading did not help the participant improve her speaking fluency and even her motivation to read in the extensive reading program designed by this present case study. The results are discussed for their pedagogical implications and supplementary studies are suggested.
more목차
1. Introduction 1
1.1 Significance of the Study 4
1.2 Case Study and Research Questions 5
1.3 Basic Assumptions 7
2. Literature Review 8
2.1. Theoretical Foundation in Second Language Reading 8
2.1.1 Comprehensible Input Hypothesis by Krashen
(1998) vs.Output Hypothesis by Swain (1993) 9
2.1.2 Brief Description of Extensive Reading 11
2.2 Empirical Researches related to Extensive Reading 13
2.2.1 Research on the Benefits of Extensive Reading in
Improving Reading Comprehension 13
2.2.2 Relationship between Motivation and Extensive
Reading 19
2.2.3 Relationship between Reading and Speaking 22
3. Methodology 24
3.1 Subjects 24
3.2 Interviewer 25
3.3 Instruments 25
3.3.1 Graded Readers 25
3.3.2 Measurement of Speaking Fluency 25
3.3.3 Motivation Questionnaire 27
3.4 Procedure 28
3.5 Data Analysis 31
4. Results 32
4.1 Results of the Study 32
4.1.1 Subject's Oral Fluency in English as a Second
Language Based on the Assumption of Reading-
Speaking Connection 33
4.1.2 Additional Findings needed to be Considered
Besides Speaking Fluency 37
4.2 Change in Motivation Toward Extensive Reading 40
5. Discussion 45
5.1 Discussion 45
5.1.1 Speaking Fluency of the Adult English Language
Learner 45
5.1.2 Motivation toward Extensive Reading 47
5.2 Pedagogical Implications 51
5.3 Limitations 52
5.4 Suggestions for Further Study 53
6. Conclusion 54
References 56
Appendices
A.Interview Questions Based on Book Story 60
B.Interview Questions Based on Conversation 61
C.Questionnaire for Motivation Toward Extensive Reading 62
D.Book List employed in the Extensive Reading Program 63
E.The Participants Speech Data through Weekly Interview
over 12 weeks 64
