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英語 讀解力 向上 方案에 관한 硏究 원문보기

  • 저자

    이희대

  • 학위수여기관

    水原大學校 敎育大學院

  • 학위구분

    국내석사

  • 학과

    英語敎育專攻

  • 지도교수

  • 발행년도

    2002

  • 총페이지

    iii, 105p.

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T8954847&outLink=K  

  • 초록

    English education in Korea is closely dependent on the current entrance exam. The gravity of reading in English class and in the entrance exam is growing higher and higher with the emphasis of comprehension. Almost 70% of English exam in both high schools and the entrance exam is composed of questions related with reading comprehension in limited time. The purpose of this study is to investigate the current levels of English reading abilities of high school students and to suggest strategies for improving their English reading comprehension. To prove the effects of these strategies, two classes were selected. Although the period of the experiment was short, the strategies proved to be very effective. They were very helpful in improving the student's reading comprehension. Also, these strategies are more effective in improving high school student's abilities of speed reading and comprehension that the reading training that is mostly done in Korean high schools. In this study, some effective English teaching techniques can be suggested as follow : (1) Teachers must present students the strategies in improving speed reading and comprehension. (2) Teachers must teach students the various, interesting, and instructive reading materials. (3) Teachers must teach students skimming, scanning, and sense-group reading. (4) Teachers must make good use of students' background knowledge in their reading activities. (5) Teachers must build up students' ability to understand the meaning of sentence, paragraph, and story in sequence. (6) Teachers must teach students the strategies in improving enough vocabulary and idioms. (7) Teachers must teach students the patterns related with reading comprehension adequately and systematically according to the reading materials, the level of learners, and various situations.


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