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A Case Study of Korean Learners' Metacognitive Knowledge Systems Changes through Explicit reading Strategy Instruction Using Think-aloud Procedures 원문보기

  • 저자

    김향일

  • 학위수여기관

    HANKUK UNIVERSITY OF FOREIGN STUDIES. GRADUATE SCHOOL

  • 학위구분

    국내박사

  • 학과

    TESOL학과

  • 지도교수

    차경애

  • 발행년도

    2014

  • 총페이지

    255 p

  • 키워드

    Metacognitive knowledge systems explicit reading strategy instruction think-aloud procedures;

  • 언어

    eng

  • 원문 URL

    http://www.riss.kr/link?id=T13539058&outLink=K  

  • 초록

    A Case Study of Korean Learners' Metacognitive Knowledge Systems Changes through Explicit reading Strategy Instruction Using Think-aloud Procedures The purpose of this study was to investigate changes in the metacognitive knowledge systems of four Korean university participants during a 15-week explicit reading strategy instruction based on the CALLA model. To measure the progress throughout the instruction period, Baker and Brown's (1984) framework was used to define metacognitive knowledge systems as two constructs: knowledge about cognition, and regulation of cognition. This study also aimed to examine participants' perceptions of using think-aloud procedures during the instruction period. The study used both qualitative and quantitative research methods to identify changes in the participants' metacognitive knowledge systems through analysis of interviews, think-aloud protocols, pair discussions, and open-ended conceptions questionnaires. The findings are as follows. First, the analysis of the participants' regulation based on think-aloud protocols suggests that they gained more control over strategy use for comprehension. Of note, participants needed more time to fully develop monitoring processes than verifying and evaluating predictions. Also, the results indicate that EFL learners need balanced instruction to enhance both linguistic and strategic knowledge for successful comprehension. Second, the analysis of the interviews indicated changes in the participants' knowledge about cognition. Their reading goals changed from test-oriented to comprehension-oriented which was the impetus for an improvement in declarative knowledge. In addition, changes in their procedural knowledge related to strategic reading, such as awareness of self-regulation during reading processes, were identified. The changes in these two constructs were found to increase participants' confidence and motivation to continue using strategies to increase comprehension. Third, the participants perceived think-aloud procedures as having a role in regulating and controlling their cognitive processes to help comprehension. This study provides feasibility of think-aloud procedures as an effective instructional tool for comprehension and concludes with implications and suggestions for explicit reading strategy instruction for EFL learners.


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