읽기 전 활동이 영어학습자의 독해력향상에 미치는 영향

Abstract

ABSTRACT

The Effect of Pre-reading Activities on English Reading Comprehension

Yoon Soo-jin Advisor : Prof. Guiseok Kim Ph.D Major in English Language Education Graduate School of Education Chosun University

The goal of this study is to investigate the effect of pre-reading activities on English reading comprehension ability. The main target of this research is middle school students. The subjects were 66 students in the second year at A. Middle School in Jeonman. They were divided into two groups: the experimental group consisted of 33 students and the control group consisted of 33 students. The level of English reading ability of the students in the two groups was almost the same, which was shown by a pre-test administered before the beginning of the experiment. During the four-week experiment, the experimental group was showing the pictures and vocabularies related to the text before reading as pre-reading activities. The control group didn't do any activities about a text. This study set the following research questions: (1) What are the effects using pictures and vocabularies before reading? (2) According to the students' gender, what are the effects through pre-reading activities? (3) What differences are there in reading comprehension ability to students' levels? In order to measure reading comprehension ability, two tests were administered: one was used as a pre-test, and the other as a post-test. Both tests were composed of 20 questions on the content of the text. The result of this study is as follows. First, while there was no difference in reading comprehension ability between two groups on the pre-test, there was a statistically difference on the post-test. The mean score for the experimental group was significantly higher than that for the control group. Second, there was no significant difference between genders. Showing pictures and teaching vocabularies were equally effective for both male and female students. Third, it was found that there were significant difference in the three levels of English proficiency: the teaching of reading taught by using pre-reading activities was more effective on the low-level students than high-level students. As a result, pre-reading activities were effective on second year middle school students. Also, it can help student easily to understand the text. This results suggest that a teacher should provide the appropriate amount of information before reading according to the background knowledge of learners. That means the teacher give the students relevant information to facilitate their understanding and develop a variety of pre-reading activities in its reading classes.