Reading is considered as one of the most effective language skills in Korea where the learners seldom have the oppertunity to use English in their real life. Moreover, the current gravity of reading in English class and the entrance exam is growing higher with the emphasis of comprehension skill(lis...
Reading is considered as one of the most effective language skills in Korea where the learners seldom have the oppertunity to use English in their real life. Moreover, the current gravity of reading in English class and the entrance exam is growing higher with the emphasis of comprehension skill(listening and reading) on the basis of Natural Approach. Accordingly, it is necessary to develop various studies on the effective teaching methods of reading. The purpose of this study is to suggest more effective teaching strategy using the schemata on the ground of the effects of learners' schemata on scanning and skimming processes . In the viewpoint of Psycholinguistics since 1970s reading is not considered as an one-way or passive skill, but an interaction between the text(writer) and readers and active skill. That is, it's regarded as written communicative skill. Still our current reading classes consist in great part of linguistic knowledge such as structures and vocabularies and little of nonlinguistic knowledge such as readers' background knowledge. It is well-organized knowledge about the world from readers' own previous experience. So the positive effects of learners' schemata in speed reading, that is, scanning and skimming will be testified through this study. And new reading strategy using the readers' schemata will be proposed as an effective reading class strategy. In order to pursue this purpose, these three hypotheses will be testified. Ⅰ. The grade of the experimental group using four variables of schema such as title, picture, topic, and organization will be significantly higher than that of the comparative group using none of the four variables. Ⅱ. Each grade between high, low, middle groups of both experimental and comparative groups will be significantly different and there will be a most significant meaningful difference between two high groups. Ⅲ. The grades of scanning and skimming of the experimental group using four variables of schema will be significantly higher than those of the comparative group using none of the four variables, but the degree(strength) of effect of schemata which effect each scanning and skimming will not be significantly different. For this study 212 students were divided into two groups, each having 106 students, and each group was classified into 3 classes of 35 high, 36 middle, and 35 low level ability. The period of experiment and testing was during 4 weeks from August 31, 1995 to October 27, 1995. Experimental material and the text for testing were edited and quoted from the eight kinds of authorized English textbooks of the 6th Educational Curriculum and the original text which is suitable for the 3rd graders of middle school. 64 questions were prepared for testing. Statistical analysis was performed with the SAS package using analysis of variance(ANOVA) and the General Linear Models procedure. The result of this study can be summarized as follows. 1) The reading comprehension grade of the experimental group using four variables of schema was significantly higher than that of the comparative group. And among the variables the grade of topic variable indicated meaningful difference. 2) Each grade between high, low, middle groups of both experimental and comparative groups indicated meaningful difference and significant difference was found in the grade between the two high groups. 3) Each grade of scanning and skimming of experimental group using four variables of schema was significantly higher than that of comparative group using none of the four variables. And there was meaningful difference between the grades of scanning and skimming of the experimental group, that is, the grade of skimming is significantly higher than that of scanning. These results have important implications for the reading comprehension class as follows. 1) To improve the students' reading comprehension ability English teachers should emphasize the readers' active role in their reading process on the ground of interactive Model and encourage the students to activate their background knowledge[schemata] to use it strategically in their reading process. 2) The teacher should activate or build background knowledge with suitability and relevance through prereading stage activities. For example, topics which contain culture-specific differences can prevent the readers from guessing through context and finally make them frustrated. 3) The teachers should lead high class students who have standard linguistic ability on English language to recognize the importance of background knowledge in reading comprehension process and use it strategically. 4) The results indicated that background knowledge effects both scanning and skimming, and also skimming is much more effective than scanning. Therefore, teachers should lead students to use background knowledge in their reading activity, especially like indentifying the topic, main idea, and general idea. These results and implications are accompanied by these suggestions. The effects of background knowledge on scanning and skimming processes was proved through this study. Now the teachers, book writers, and the owners of publishing companies also should be aware of this fact that the background knowledge of a text has significant effect on the readers' reading comprehension processes. Therefore, they should take this fact into consideration when they publish or choose a text for their students. And for teachers, to minimize the difference among students who have various sub-cultural differences through prereading stage activity is important especially in relation to testing.
Reading is considered as one of the most effective language skills in Korea where the learners seldom have the oppertunity to use English in their real life. Moreover, the current gravity of reading in English class and the entrance exam is growing higher with the emphasis of comprehension skill(listening and reading) on the basis of Natural Approach. Accordingly, it is necessary to develop various studies on the effective teaching methods of reading. The purpose of this study is to suggest more effective teaching strategy using the schemata on the ground of the effects of learners' schemata on scanning and skimming processes . In the viewpoint of Psycholinguistics since 1970s reading is not considered as an one-way or passive skill, but an interaction between the text(writer) and readers and active skill. That is, it's regarded as written communicative skill. Still our current reading classes consist in great part of linguistic knowledge such as structures and vocabularies and little of nonlinguistic knowledge such as readers' background knowledge. It is well-organized knowledge about the world from readers' own previous experience. So the positive effects of learners' schemata in speed reading, that is, scanning and skimming will be testified through this study. And new reading strategy using the readers' schemata will be proposed as an effective reading class strategy. In order to pursue this purpose, these three hypotheses will be testified. Ⅰ. The grade of the experimental group using four variables of schema such as title, picture, topic, and organization will be significantly higher than that of the comparative group using none of the four variables. Ⅱ. Each grade between high, low, middle groups of both experimental and comparative groups will be significantly different and there will be a most significant meaningful difference between two high groups. Ⅲ. The grades of scanning and skimming of the experimental group using four variables of schema will be significantly higher than those of the comparative group using none of the four variables, but the degree(strength) of effect of schemata which effect each scanning and skimming will not be significantly different. For this study 212 students were divided into two groups, each having 106 students, and each group was classified into 3 classes of 35 high, 36 middle, and 35 low level ability. The period of experiment and testing was during 4 weeks from August 31, 1995 to October 27, 1995. Experimental material and the text for testing were edited and quoted from the eight kinds of authorized English textbooks of the 6th Educational Curriculum and the original text which is suitable for the 3rd graders of middle school. 64 questions were prepared for testing. Statistical analysis was performed with the SAS package using analysis of variance(ANOVA) and the General Linear Models procedure. The result of this study can be summarized as follows. 1) The reading comprehension grade of the experimental group using four variables of schema was significantly higher than that of the comparative group. And among the variables the grade of topic variable indicated meaningful difference. 2) Each grade between high, low, middle groups of both experimental and comparative groups indicated meaningful difference and significant difference was found in the grade between the two high groups. 3) Each grade of scanning and skimming of experimental group using four variables of schema was significantly higher than that of comparative group using none of the four variables. And there was meaningful difference between the grades of scanning and skimming of the experimental group, that is, the grade of skimming is significantly higher than that of scanning. These results have important implications for the reading comprehension class as follows. 1) To improve the students' reading comprehension ability English teachers should emphasize the readers' active role in their reading process on the ground of interactive Model and encourage the students to activate their background knowledge[schemata] to use it strategically in their reading process. 2) The teacher should activate or build background knowledge with suitability and relevance through prereading stage activities. For example, topics which contain culture-specific differences can prevent the readers from guessing through context and finally make them frustrated. 3) The teachers should lead high class students who have standard linguistic ability on English language to recognize the importance of background knowledge in reading comprehension process and use it strategically. 4) The results indicated that background knowledge effects both scanning and skimming, and also skimming is much more effective than scanning. Therefore, teachers should lead students to use background knowledge in their reading activity, especially like indentifying the topic, main idea, and general idea. These results and implications are accompanied by these suggestions. The effects of background knowledge on scanning and skimming processes was proved through this study. Now the teachers, book writers, and the owners of publishing companies also should be aware of this fact that the background knowledge of a text has significant effect on the readers' reading comprehension processes. Therefore, they should take this fact into consideration when they publish or choose a text for their students. And for teachers, to minimize the difference among students who have various sub-cultural differences through prereading stage activity is important especially in relation to testing.
Keyword
#배경지식 속독 속해과정
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