스키마 이론의 활성화를 통한 효과적인 영어 독해 지도 방법

Abstract

ABSTRACT

Teaching methods on English Reading Comprehension using Schema Theory

Kyu Jin, Park Advisor : Prof. Namgeun, Lee Ph.D Major in English Language Education Graduate School of Education, Chosun University

The purpose of this study is to suggest the effective teaching methods on English reading comprehension using schema theory. Also, this study investigates the background knowledge on English reading comprehension for middle school students. The subjects consisted of 30 students in their first year at C. Middle School in Gwangju. As English has become the global language, English reading instruction in Korea has so far put too much stress on grammatical rules and the learning of vocabulary. So, teachers must understand the process of reading comprehension to improve the methods of English reading instruction. Students ability to read English in the group was almost the same, which was shown by a pre, while, post-reading activities. This study consists of five chapters. The first chapter begins with the introduction of the study. The second chapter deals with the theoretical backgrounds of reading : the definition of reading, the process of reading, the reading methods and schema theory. The third chapter introduces the way of study : stages of reading. The forth chapter presents the stages of reading and related performances; pre-reading activities, while-reading activities, post-reading activities. In the last chapter, there is the conclusion of this study and an opinion about the way of teaching English is for reading. So the study showed that the effect of schema theory on the improvement of students’ reading comprehension and it is needed to find out the way of improving reading comprehension through pre-reading activities. For instance, display pictures and vocabularies related to the text, short video clip showings and new key-words association activity. Pre-reading activities provide background knowledge to students and it helps to understand the text of reading materials in advance. It is showed that when students read the text with background knowledge, it affected their understanding of the contents. Also, teachers should realize the importance of prior background knowledge and prepare various pre-reading activities considering the level of students when they apply the schema theory to reading instruction.