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의미단위 끊어읽기를 통한 읽기능력 향상의 명시적 또는 암시적 지도 효과
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 맹은경 | - |
| dc.contributor.author | 전태순 | - |
| dc.date.accessioned | 2018-11-08T07:57:47Z | - |
| dc.date.available | 2018-11-08T07:57:47Z | - |
| dc.date.issued | 2013-08 | - |
| dc.identifier.other | 15262 | - |
| dc.identifier.uri | https://dspace.ajou.ac.kr/handle/2018.oak/9095 | - |
| dc.description | 학위논문(석사)----아주대학교 교육대학원 :TESOL,2013. 8 | - |
| dc.description.tableofcontents | Table of Contents Table of Contents ……………….…………………………………..………… i List of Tables .........................................................................................ⅱ Abstract …………………………..……………………………………….……ⅳ 1. Introduction ………………….…………………………………………… 1 2. Literature Review ….……………………………………………………..…….. 6 2.1. The Feature of Reading……………………………………..……………6 2.2. The Process of Reading………………………………………………… 7 2.3. Reading Strategy ………………………………………… …...…….…10 2.4. Short-term Memory……………………………..……………..………12 2.5. Sense Group ……………………………………………………………..………14 2.5.1. Terms……………………………………………………..…….……14 2.5.2. The Necessity of Pausing between Sense Groups………………15 2.5.3. The Position of Pausing Sense Group ……………………17 2.5.4. The Previous Research of Sense Group ………………. 19 3. Method ………………………………………………………………………………22 3.1. Participants………………………………………………………………… 22 3.2. The Procedures and Instrument …….………….………………… 23 3.3. The Method of Teaching by Sense group………………………. 25 4. Results and Discussion ……………………………………………………… 31 4.1. Result Analysis Related to Research Questions 1…………… 31 4.2. Result Analysis Related to Research Questions 2…………… 33 4.3. Result Analysis Related to Research Questions 3…………… 36 4.4. Result Analysis Related to Research Questions 4…………… 38 4.5. Analysis of the Qualitative Data ……………………………………41 5. Conclusion……………………………….………………………………… 43 References …………………………………..…………….…………………. 48 Appendices ………………………………………………………………………52 List of Tables <Table 1> Readers by the reading speed.............................................. 16 <Table 2> Result of the Explicit and Implicit Group..............................22 <Table3> Comparison of Explicit and Implicit Group Sense Group Teaching Treatment.......................................................................... 25 <Table 4> Result of the Explicit and Implicit Groups............................32 <Table 5> The Explicit Group's Result ..............................................32 <Table 6> The Implicit Group's Result.............................................. 33 <Table 7> The Explicit Group’s High Level........................................ 33 <Table 8> Results of the Implicit Groups’s High Level........................ 34 <Table 9> Results of Explicit Group’s Intermediate Level.................... 34 <Table 10> Results of Implicit Group’s Intermediate Level................ 35 <Table 11> Results of Explicit Group’s Low-level.............................. 35 <Table 12> Results of Implicit Group’s Low-level...............................36 <Table 13> The Whole Explicit Group's Results................................. 37 <Table 14> The Whole Explicit Group’s Direct Question Survey.......... 37 <Table 15> The Whole Implicit Group's Survey Results...................... 38 <Table 16> The Explicit Group’s Opinion...........................................39 <Table 17> Explicit Sense Group's Speaking Habit Survey.................. 40 <Table 18> Explicit Sense Group’s Writing Habit Survey......................40 <Table 19> Explicit Sense Group’s Listening Habit Survey.................. 41 | - |
| dc.language.iso | eng | - |
| dc.publisher | The Graduate School, Ajou University | - |
| dc.rights | 아주대학교 논문은 저작권에 의해 보호받습니다. | - |
| dc.title | 의미단위 끊어읽기를 통한 읽기능력 향상의 명시적 또는 암시적 지도 효과 | - |
| dc.title.alternative | Effect of Explicit and Implicit Teaching Reading by Sense Group | - |
| dc.type | Thesis | - |
| dc.contributor.affiliation | 아주대학교 교육대학원 | - |
| dc.contributor.alternativeName | Chun Taesoon | - |
| dc.contributor.department | 교육대학원 TESOL | - |
| dc.date.awarded | 2013. 8 | - |
| dc.description.degree | Master | - |
| dc.identifier.localId | 571350 | - |
| dc.identifier.url | http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000015262 | - |
| dc.subject.keyword | Sense Group | - |
| dc.description.alternativeAbstract | Effect of Explicit and Implicit Teaching Reading by Sense Group Chun, Taesoon TESOL Graduate School of Education, Ajou University Directed by Prof. Maeng, Unkyoung ≪Abstract≫ The purpose of this study is to investigate the effectiveness of explicit or implicit sense group teaching. Additionally, the researcher examines which level of students (high, intermediate or low) benefits most from sense group teaching and whether explicit or implicit sense group teaching is more effective in improving students’ interest and confidence. Finally, the researcher studies in which learning area, writing, speaking or listening, teaching reading by sense group has the most positive influence for explicit group students. The experiment lasted 12 weeks. The result analysis of quantitative and qualitative data shows that there is no statistically significant difference between the explicit and implicit group’s post-test mean scores. However, the implicit group did show statistically significant difference between the mean scores of the pre-test and the post-test. On the other hand, considered holistically the explicit group showed no statistically significant difference between the mean scores of the pre-test and the post-test. Focusing on levels within each group, neither explicit nor implicit sense group teaching influences the high level students positively or negatively. The intermediate students showed statistically significant difference across the board between the pre-test and the post-test while low-level students benefit only from explicit sense group teaching. The survey suggests that students’ writing, speaking, and listening skills improve after teaching reading by sense group. | - |
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- Special Graduate Schools > Graduate School of Education > TESOL > 3. Theses(Master)
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