A Qualitative Study of the Effects of Code-Switching on Reading Comprehension : Among Korean EFL learners aged 11 to 13
- 주제(키워드) paired-text reading , code-switching , reading comprehension , twin-text reading
- 발행기관 고려대학교 대학원
- 지도교수 어도선
- 발행년도 2017
- 학위수여년월 2017. 8
- 학위구분 석사
- 학과 대학원 영어교육학과
- 원문페이지 206 p
- 실제URI http://www.dcollection.net/handler/korea/000000077254
- 본문언어 영어
- 제출원본 000045915901
초록/요약
The Effects of Code-Switched Paired-Text Reading Instructions on EFL learners' reading comprehension
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Contents
I. INTRODUCTION··························································································· 1 1.1. Background of the Study ··········································································1 1.1.1. Importance of Reading and Reading Comprehension in EFL Context 1 1.1.2. Reading Comprehension Instructions···············································2 1.1.3. Balanced Reading and benefits of Paired-Text Reading Instructions··· 4 1.1.4. The Use of L1 in L2 Learning Contexts···········································8 1.1.5. Code-Switching and Textual Code-Switching·································10 1.1.6. L2 (English) Learning in Korea·····················································13 1.2. Purpose of the Study ·············································································· 16 I.3. Research Questions·················································································19
II. LITERATURE REVIEW·············································································20 2.1. Importance of Reading in EFL contexts···················································20 2.1.1. Cognitive processes involved in the act of reading··························21 2.1.2. Theories in Reading Comprehension··············································25 2.1.3. Models of Reading and Reading Comprehension Strategies·············27 2.2. Schema Theory (Background Knowledge)···············································29 2.2.1. Relationship of Background Knowledge (Schema) and Reading Comprehension ············································································31 2.3. Code-Switching·····················································································33 2.3.1. Studies of Code Switching in EFL Contexts···································35 2.3.2. Studies of Code-Switching in Korean EFL Contexts·······················40 2.4. Paired-Text Instructions··········································································42 2.4.1. Benefits of Paired-Text Instructions ···············································43 2.4.2. Building Background Knowledge and Developing Critical Thinking Skills···························································································44
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2.4.3. Other Benefits of Paired-Text Instructions······································ 46 2.4.4. Motivation in Reading and Learning English··································48
III. METHOD··································································································· 50 3.1. Research Design···················································································· 50 3.2. Participants····························································································56 3.3. Instrument·····························································································58 3.3.1. Pre-survey about Students' Past Experiences of English Learning.···58 3.3.2. Pre-Survey and Post-Survey for Affective Domains associated with English Learning·········································································· 58 3.3.3. Pre- and Post-Survey about Paired-Text Instructions and Code-Switching in Paired-Text Instructions.··································· 60 3.3.4. Pre- and Post-Tests for Reading Comprehension ·····························63 3.4. Data Collection······················································································66
IV. Participant Portrait·····················································································67 4.1. Group A (High-level students provided with English-Only Paired-texts)···· 67 4.1.1. Amy ····························································································67 4.1.2. Joan ·····························································································69 4.1.3. Steve····························································································70 4.2. Group B (High-Level students with English-Korean paired texts)··············71 4.2.1. Sophie························································································· 71 4.2.2. Lauren ·························································································73 4.2.3. Rina·····························································································74 4.3. Group C (Low-Level students with English-Only paired text sets)············· 75 4.3.1. Rebecca·······················································································75 4.3.2. Helen··························································································· 77
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4.3.3. Sunny ··························································································78 4.4. Group D (Low-Level students with English-Korean paired text sets)········· 79 4.4.1. Jenny···························································································79 4.4.2. Cara·····························································································81 4.4.3. Daniel··························································································82
IV. Results·········································································································84 5.1. The Comparison between English-Only and English-Korean Paired Texts in Reading Comprehension ·········································································84 5.1.1. English-Only vs. English-Korean Paired-Texts and Reading Comprehension Skills···································································84 5.1.2. Paired Texts and Reading Skills (Types of Questions)····················· 87 5.1.3. Paired Texts and Reading Skills (Types of Reading Passages)··········90 5.1.4. Paired Texts and Reading Skills throughout the Teaching Sessions···94 5.2. The Comparison between Groups A, B, C and D in Affective Domains····· 99 5.3. Participants' Changes in their Affective Domains for English Learning····101 5.3.1. Group A····················································································· 102 5.3.1.1. Amy ···················································································· 102 5.3.1.2. Joan ·····················································································104 5.3.1.3. Steve····················································································106 5.3.2. Group B·····················································································108 5.3.2.1. Sophie··················································································108 5.3.2.2. Lauren ··················································································110 5.3.2.3. Rina····················································································· 111 5.3.3. Group C·····················································································113 5.3.3.1. Rebecca···············································································113 5.3.3.2. Helen···················································································115
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5.3.3.3. Sunny···················································································117 5.3.4. Group D·····················································································119 5.3.4.1. Jenny ···················································································119 5.3.4.2. Cara·····················································································121 5.3.4.3. Daniel··················································································123
VI. DISCUSSION AND CONCLUSION·························································125 6.1. Paired Text Instructions Promote Reading Comprehension for High Proficiency Participants································································· 126 6.2. Code-Switched Paired Texts Promote Reading Comprehension for Low Proficiency Participants································································· 129 6.3. Paired Text Instructions associated with Positive Affective Domains in English Learning···········································································132 6.4. Pedagogical Implication·································································133 6.5. Limitations and Suggestions for Further Study································136 6.6. Conclusion····················································································138
Reference List··································································································142
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List of Appendices
