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글로벌영어교육학회(구 호남영어교육학회)> STUDIES IN ENGLISH EDUCATION> Effects of Two Post-Reading Tasks on English Learners’ Use of Vocabulary in Writing

KCI등재

Effects of Two Post-Reading Tasks on English Learners’ Use of Vocabulary in Writing

Eunyoung Kang
  • : 글로벌영어교육학회(구 호남영어교육학회)
  • : STUDIES IN ENGLISH EDUCATION 24권2호
  • : 연속간행물
  • : 2019년 06월
  • : 253-279(27pages)

DOI

10.22275/SEE.24.2.01


목차

I. Introduction
II. Literature Review
III. Research Questions
IV. Methodology
V. Results
VI. Discussion
VII. Conclusion
References

키워드 보기


초록 보기


						
The present study investigated the relative effectiveness of two types of post-reading tasks for improving English learners’ vocabulary use in their writing. The two post-reading tasks examined were (a) narrow reading (reading a series of relevant texts to build topic-related vocabulary) and (b) sentence production (creating a sentence with a set of topic-related vocabulary). Sixty high school students were assigned to two experimental groups (narrow reading, sentence production) and a control group. After completing pre-writing and pre-target vocabulary tests, the experimental groups read a text and then completed one of the two post-reading tasks designed to draw their attention to target words. The control group only completed the tests. Upon completion of the tasks, they took the same writing and vocabulary tests. Their essays were analyzed in terms of vocabulary use via the lexical frequency profile (LFP). Results showed that the narrow reading and sentence production groups included higher-level target vocabulary in their compositions than the control group. In addition, the LFP of the narrow reading group significantly improved. It was found that the repeated encounters with thematically related vocabulary items through narrow reading appeared to be beneficial in improving learners’ use of higher-level vocabulary in writing.

UCI(KEPA)

간행물정보

  • : 사회과학분야  > 교육
  • : KCI등재
  • :
  • : 계간
  • : 1226-3451
  • :
  • : 학술지
  • : 연속간행물
  • : 1996-2019
  • : 574


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1Effects of Two Post-Reading Tasks on English Learners' Use of Vocabulary in Writing

저자 : Eunyoung Kang

발행기관 : 글로벌영어교육학회(구 호남영어교육학회) 간행물 : STUDIES IN ENGLISH EDUCATION 24권 2호 발행 연도 : 2019 페이지 : pp. 253-279 (27 pages)

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(기관인증 필요)

초록보기

The present study investigated the relative effectiveness of two types of post-reading tasks for improving English learners' vocabulary use in their writing. The two post-reading tasks examined were (a) narrow reading (reading a series of relevant texts to build topic-related vocabulary) and (b) sentence production (creating a sentence with a set of topic-related vocabulary). Sixty high school students were assigned to two experimental groups (narrow reading, sentence production) and a control group. After completing pre-writing and pre-target vocabulary tests, the experimental groups read a text and then completed one of the two post-reading tasks designed to draw their attention to target words. The control group only completed the tests. Upon completion of the tasks, they took the same writing and vocabulary tests. Their essays were analyzed in terms of vocabulary use via the lexical frequency profile (LFP). Results showed that the narrow reading and sentence production groups included higher-level target vocabulary in their compositions than the control group. In addition, the LFP of the narrow reading group significantly improved. It was found that the repeated encounters with thematically related vocabulary items through narrow reading appeared to be beneficial in improving learners' use of higher-level vocabulary in writing.

2Investigating the Validity of Rating Scales Using Many-Faceted Rasch Model

저자 : So Young Jang

발행기관 : 글로벌영어교육학회(구 호남영어교육학회) 간행물 : STUDIES IN ENGLISH EDUCATION 24권 2호 발행 연도 : 2019 페이지 : pp. 281-308 (28 pages)

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The characteristics of a test instrument, particularly the frame of a scoring system, would be a strong candidate to increase or decrease rater reliability due to individual raters' different perceptions on each rating scale. This indicates that scoring reliability may be affected by two parts, both the rater and the scoring system. The purpose of this study is to quantitatively investigate the optimized scoring system in order to acquire the validity of a rating scale by reducing systematic errors from the test instrument. The validation process of an analytical rating scale was conducted and the utility of the newly proposed rating scales were evaluated using the Many-Faceted Rasch Measurement (MFRM). The rating data were derived from multiple ratings of ninety essays. Four scoring models were proposed and evaluated. The results showed that the rating scale seemed to show some problems at the initial analysis. As a remedy to consider this matter, the number of the rating categories was reduced and re-evaluated in terms of reliability. It was found that a scoring system would function more reliably and consistently when evaluating rater reliability. The findings are discussed in reference to their implications for the development of statistically solid rating scales. The validation process of the rating scale is essential in order to identify the source of errors, for instance, whether it comes from the test instrument or randomness in rater performance.

3비판적 리터러시 활동을 통한 초등학생의 영어 발화 및 비판적 사고력 함양

저자 : 박경진 ( Park Kyung-jin ) , 김혜리 ( Kim Hae-ri )

발행기관 : 글로벌영어교육학회(구 호남영어교육학회) 간행물 : STUDIES IN ENGLISH EDUCATION 24권 2호 발행 연도 : 2019 페이지 : pp. 309-336 (28 pages)

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The purpose of the present study is to investigate the effects of critical literacy instruction on the development of critical thinking ability and productive skills in primary English lessons. Children's literature was utilized to provide language input and stimulate the development of critical thinking skills. The research questions of the study were as follows: 1) What are the effects of critical literacy instruction using children's literature on the development of primary students' English productive skills? 2) What are the effects of critical literacy instruction using children's literature on the development of primary students' critical thinking ability? In an attempt to answer these questions, the author selected 31 fifth-grade students and taught the 16-week English lessons using children's literature. Data from diverse sources were collected and analyzed in a qualitative manner. The data analysis yielded the following results: First, the critical literacy instruction using children's literature had a positive influence on students' English learning in terms of improving spoken and written English ability. Using language input-providing and thought-provoking activities, the students were motivated to produce the target language to create meanings at their own ability levels. Secondly, the students were encouraged to enhance critical thinking performance. They proposed ideas and provided justifiable reasons in different and more convincing ways. They raised some issues and suggested solutions, and were also able to understand multiple perspectives. Based on the results, some implications of the study were provided.

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