선험지식이 영어독해에 미치는 영향

Abstract

The purpose of this research is to suggest the effects of schema activation on reading comprehension. Also, this study investigates the effects of pre-reading activities on English reading comprehension for middle school students. The subjects were 70 students in the second year at C. Middle School in Gwangju. They were divided into two groups: the experimental group consisted of 35 students and the control group consisted of 35 students. Students ability to read English in the two groups were almost the same, which was shown by a pre-test administered before the beginning of the experiment. As a pre-reading activity, the experimental group was showed the pictures and vocabularies related to the text before reading. The other control group didn't do any activities about a text. This study set the following research questions. (1)What are the effects of schema activation on reading through pictures and vocabulary? (2) Between the two experimental groups, what differences are there in reading comprehension according to their levels? (3) According to the students' gender, what are the effects of schema activation through pre-reading activities? In order to measure reading comprehension ability two test were administered: one was used as a pre-test, and the other a reading comprehension test after the activities. Each test consisted of 20 questions on the content of the text. The result of this study is as follows: First, according to statistics, the experimental group got a more meaningful score than the control group at the test. Pre-reading activities through showing pictures and teaching vocabularies related to the text had a positive effect on the abilities of the students' reading comprehension. Schema activation made the subjects activate their prior knowledge and understanding and comprehension about the text. Second, pre-reading activities for providing prior knowledge of the text were affected by the student's English proficiency. Pre-reading activities were more effective on low level students than high level students. Third, There was no significant difference between genders. Prior to reading text, activities which were applied to schema activation were equally effective for both male and female students. It was found that schema theory played a significant role as a pre-reading activity and it stimulated the subjects' existing knowledge. Thus, students' English reading comprehension abilities can be improved through these activations. Pre-reading activities provide not only better comprehension, but also interest to read a text for the readers. Reading is considered as one of the most substantial language skills in the EFL situation, especially in Korea. Teachers should apply and develop a variety of pre-reading activities in their reading classes, and furthermore, students are required to participate in the class with an active attitude.