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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The present study investigates the effects of two gloss conditions - L1 gloss (Korean glossing) and L2 gloss (English glossing) - in reading English passages. A total of 180 high school students in Korea participated in this study. Based on their scores of the reading comprehension test (pretest), participants were divided into two reading-proficiency groups: three high reading proficiency (HRP) and three low proficiency (LRP) groups. Students were asked to read the material under one of three conditions: L1 gloss, L2 gloss, and no gloss. After reading, they were asked to take a multiple-choice reading comprehension test. A one-way ANOVA was conducted to examine whether there was any significant effect of gloss conditions on reading comprehension. Tukey’s post-hoc test was also used to perform pair-wise comparisons between the three different gloss conditions. The results of the quantitative analyses indicated that both L1 and L2 gloss conditions affected students’ reading comprehension. The findings also revealed that the effectiveness of vocabulary glosses varied across students’ reading proficiency levels.
목차
1. Introduction
2. Literature Review
3. Method
4. Results
5. Discussion and Conclusion
References
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UCI(KEPA) : I410-ECN-0101-2017-705-001023502