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초록· 키워드
오류제보하기
The purpose of this study was to examine correlations between EFL readers’ implicit cognitive processes and their English related backgrounds based on the revised Bloom’s taxonomy. For the research purpose, this study employed a survey to collect background information of the participants majoring in English and their awareness of the cognitive processes in their reading performance, and conducted think-aloud interviews to understand the participants’ implicit cognitive strategies in the EFL reading context. Data from the think-aloud interviews were transcribed verbatim and analyzed, and the SPSS statistics was used for the analysis of the quantitative data from the survey. On the basis of the data analysis, the findings showed that empirical English teaching and learning based on conceptual, procedural and metacognitive knowledge should be expanded in schooling to develop implicit cognitive strategies. Lastly, suggestions for further research were discussed as follows: 1) EFL learning environment needs to change for empirical and meaningful learning, and 2) EFL learners need to go beyond the factual knowledge to maximize the use of implicit cognitive skills.
목차
1. Introduction
2. Literature Review
3. Methodology
4. Findings and Discussion
5. Conclusion
6. Limitations
References
참고문헌 (34)
참고문헌 신청
Alyousef, H. S. 2006. Teaching reading comprehension to ESL/EFL learners. Journal of Language and Learning 5(1), 63-73.
Anderson, L. E. & D. Krathwohl (eds.), 2001. A Taxonomy for Learning, Teaching and Assessment. New York: Longman.
Block, C. C., L. I. Rodgers, & R. B. Johnson. 2004. Comprehension process instruction: Creating reading success in grades K-3. New York: The Guilford Press.
Buskist, W. & V. A. Benassi (eds.), 2012. Effective college and university teaching: Strategies and tactics for the new professoriate. Los Angeles, CA: Sage.
Carrell, P. L. 1998. Introduction: interactive approaches to second language reading. In Carrell, P. L., J. Devine, & D. E. Eskey (eds.), Interactive approaches to second language reading. Cambridge: Cambridge University Press, 1-5.
Anderson, L. E. & D. Krathwohl (eds.), 2001. A Taxonomy for Learning, Teaching and Assessment. New York: Longman.
Block, C. C., L. I. Rodgers, & R. B. Johnson. 2004. Comprehension process instruction: Creating reading success in grades K-3. New York: The Guilford Press.
Buskist, W. & V. A. Benassi (eds.), 2012. Effective college and university teaching: Strategies and tactics for the new professoriate. Los Angeles, CA: Sage.
Carrell, P. L. 1998. Introduction: interactive approaches to second language reading. In Carrell, P. L., J. Devine, & D. E. Eskey (eds.), Interactive approaches to second language reading. Cambridge: Cambridge University Press, 1-5.
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UCI(KEPA) : I410-ECN-0101-2016-705-002471095