The thought of man is closely related to language. The thinking power is shown by the progress of the competence for the command of language. Hence the scholars and teachers of the Korean language have applied themselves to the progress of the competence for the command of language. They have studie...
The thought of man is closely related to language. The thinking power is shown by the progress of the competence for the command of language. Hence the scholars and teachers of the Korean language have applied themselves to the progress of the competence for the command of language. They have studied steadily the students' reading ability to progress the competence for the command of language. Reading is the active behavior to catch the writer's ideas or purposes, and its acts include the reading between the lines by means of using inference. Reading also needs inference as the high-level process of thinking. So inference in reading should be much emphasized as a main teaching method of reading. The aim of the study is to develop the program for the progress of the reading ability by means of using inference and to know the effect of the adaptation of the program. Chapter II will deal with the theological background of the inference-aided reading strategy and Chapter III will deal with the sample students group and the process of the study. Chapter IV will analyze the result of the study. The result of the study will be summarized like the following. First, we selected two groups. For the one group under experiment, we practiced the inference-aided reading program and for the other group under control, we didn't. There was a considerable difference between two groups referring to the result of the preliminary reading-ability test, but after the practicing the program, there was not much difference between two groups. Second, in inference ability test, there was a considerable difference before practicing the program, but after practicing the program, there was not difference between the two groups. It means that there was a progress of inference ability in the group under experiment. Third, as to the relativity of the competence for the command of language, the reading ability and inference ability, there was a relativity among them according to the preliminary test and later test. That showed that inference ability played an important role in the command of language and reading ability. Fourth, to know the relativity of inference ability according to the command of language, we divided the two groups into three subgroups (the high-degree, the middle-degree, the low-degree) and analyzed the result of the preliminary test and the later test of inference ability. The result of the preliminary test of inference ability showed that there was not much score gap between the three sub-groups. But the later test of inference ability showed that there was a conspicuous progress in the high-degree subgroup of the group under experiment but in the other subgroups, there was not a clear progress. We can say that the students of a good command of language has much background information, so the inference-aided reading ability has much to do with the amount of the background information of the students. That shows that much accumulation of the background information contributes largely to the progress of inference ability by using the program, but insufficient accumulation of background information does not have much effect on the progress of inference ability in spite of using the program. Therefore, for the more progress of inference ability, a lot of reading and much accumulation of the background information are indispensible.
The thought of man is closely related to language. The thinking power is shown by the progress of the competence for the command of language. Hence the scholars and teachers of the Korean language have applied themselves to the progress of the competence for the command of language. They have studied steadily the students' reading ability to progress the competence for the command of language. Reading is the active behavior to catch the writer's ideas or purposes, and its acts include the reading between the lines by means of using inference. Reading also needs inference as the high-level process of thinking. So inference in reading should be much emphasized as a main teaching method of reading. The aim of the study is to develop the program for the progress of the reading ability by means of using inference and to know the effect of the adaptation of the program. Chapter II will deal with the theological background of the inference-aided reading strategy and Chapter III will deal with the sample students group and the process of the study. Chapter IV will analyze the result of the study. The result of the study will be summarized like the following. First, we selected two groups. For the one group under experiment, we practiced the inference-aided reading program and for the other group under control, we didn't. There was a considerable difference between two groups referring to the result of the preliminary reading-ability test, but after the practicing the program, there was not much difference between two groups. Second, in inference ability test, there was a considerable difference before practicing the program, but after practicing the program, there was not difference between the two groups. It means that there was a progress of inference ability in the group under experiment. Third, as to the relativity of the competence for the command of language, the reading ability and inference ability, there was a relativity among them according to the preliminary test and later test. That showed that inference ability played an important role in the command of language and reading ability. Fourth, to know the relativity of inference ability according to the command of language, we divided the two groups into three subgroups (the high-degree, the middle-degree, the low-degree) and analyzed the result of the preliminary test and the later test of inference ability. The result of the preliminary test of inference ability showed that there was not much score gap between the three sub-groups. But the later test of inference ability showed that there was a conspicuous progress in the high-degree subgroup of the group under experiment but in the other subgroups, there was not a clear progress. We can say that the students of a good command of language has much background information, so the inference-aided reading ability has much to do with the amount of the background information of the students. That shows that much accumulation of the background information contributes largely to the progress of inference ability by using the program, but insufficient accumulation of background information does not have much effect on the progress of inference ability in spite of using the program. Therefore, for the more progress of inference ability, a lot of reading and much accumulation of the background information are indispensible.
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