Effects of Text Modification on Korean Students' English Reading Comprehension and Vocabulary Learning
- 주제(키워드) Text modification , Reading comprehension , Vocabulary learning
- 발행기관 고려대학교 대학원
- 지도교수 최인철
- 발행년도 2012
- 학위수여년월 2012. 8
- 학위구분 석사
- 학과 일반대학원 영어교육학과
- 원문페이지 75 p
- 실제URI http://www.dcollection.net/handler/korea/000000035304
- 본문언어 영어
- 제출원본 000045720907
초록/요약
The present study explores the effects of different text types on Korean high school students' reading comprehension and vocabulary learning which is known to be one of the most important reading comprehension skills, bearing in mind students' language proficiency levels. For this, three versions of texts - original, simplified, and elaborated texts - were used with three groups of students. Taking notice of measurement of reading comprehension in the previous literature - which depends much on total scores in multiple-choice comprehension questions, this study adopts recall protocol as a measurement of reading comprehension as well as the multiple-choice comprehension test. Pre and post vocabulary tests were also employed to measure students' vocabulary learning. All the data were coded, rated, and statistically analyzed. Based on the results, the present study can give us the precise information about the effects of text types on L2 reading by in-depth understanding of how differently students comprehend varying text materials. It can also suggest implications on what L2 text materials need to be adopted, how they need to be developed, and how the texts should be instructed for students of different language proficiency.
more목차
I. INTRODUCTION 1
A. Background of the Study 1
B. Research Questions 4
II. LITERATURE REVIEW 4
A. Text Modification and Reading Comprehension 4
B. Text Modification and Vocabulary Learning 10
C. Text Modification and Language Proficiency 13
III. METHOD 14
A. Participants 14
B. Instruments 16
1. Text Materials 16
2. Multiple-Choice Comprehension Test 20
3. Recall Test 21
4. Target Words 21
5. Pre and Post Vocabulary Test 22
C. Procedure 23
D. Reliability of Coding 24
IV. RESULTS AND DISCUSSION 25
A. Text Type and Reading Comprehension 25
1. Multiple-Choice Comprehension Test 25
2. Recall Test 27
3. Effects of Text Type on Reading Comprehension 28
B. Text Type and Incidental Vocabulary Learning 31
1. Pre and Post Vocabulary Tests 31
2. Effects of Text Type on Incidental Vocabulary Learning 33
C. Text Type and Proficiency Level 36
1. Multiple-Choice Reading Comprehension Test and Language Proficiency 36
2. Recall Test and Language Proficiency 38
3. Incidental Vocabulary Learning and Language Proficiency 40
4. Interaction Effects between Text Type and Language Proficiency 44
V. CONCLUSION 47
A. Summary 47
B. Implications 48
C. Limitations 49
REFERENCES 51
APPENDICES 56
