http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : Schallert, Diane L. (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
-
계열적 텍스트 학습에서 사전지식, 작동기억 및 텍스트 유형이 학업성취도에 미치는 효과
김회수,염시창,Schallert, Diane L. 한국교육정보방송학회 2001 교육정보미디어연구 Vol.7 No.4
본 연구는 학습자의 사전지식, 작동기억 및 정합성과 예를 조합한 네 가지 텍스트 유형이 텍스트 기반 이해와 상황모형 이해에 미치는 효과를 규명하는데 그 목적이 있다. 이를 위해 총 150명의 대학생을 각 처치조건에 할당하여 실험을 실시하였다. 연구결과는 다음과 같다. 첫째, 기술적 텍스트의 경우, 고정합성과 대비예 조건이 학습자의 성취도를 높이는데 효과적인 것으로 나타났다. 또한 작동기억과 사전지식이 텍스트 이해에 제한적으로 영향을 미칠 수 있다는 결과가 도출되었다. 둘째, 절차적 텍스트 학습에서, 통계적으로 유의한 결과는 아니었지만, 수렴예제시 집단의 성취도가 전반적으로 높다는 점을 확인할 수 있었다. 특히 절차적 텍스트 학습과 관련하여 작동기억의 주효과가 여러 검증 모형 상에서 유의한 것으로 나타났다. The purpose of this study was to explore the role of prior knowledge , working memory, and text types in the learning from descriptive and procedural texts . Theoretically, this study was intended to integrate text- processing models and to evaluate the efficiency and effectiveness of linear texts . Thus , an experiment was conducted with 2(text coherence : high- and low- coherence) × 2(examples : contrasting and convergent examples ), in the two text types. Based on the responses of 150 undergraduates , this study tested the ma in and interaction effects of independent variables on two dependent variables (i.e., textbase and situation model comprehension). The major findings of this study could be summarized as follows: 1. For the descriptive text, there were significant main effects of text type s on textbase and situation model comprehension, indicating greater scores for the high-coherent text with contrasting examples. Students with more knowledge about the topic or high working-memory capacity received higher scores on the dependent measures than those with less knowledge and low working-memory. However, interactions between background knowledge (or working memory) and text types on situation model comprehension we re not statistically significant. 2. For the procedural text, students in the condition of convergent examples got s lightly higher scores than those in other conditions , although the main effects of text types were not statistically significant. In general, the effects of working memory on textbase and situation model measures were significant. This study provided an empirical basis for extending text comprehension models that had not previously included a place for the role of examples in learning from descriptive and procedural texts.
-
Myung-Jeong Ha,Diane L. Schallert 한국응용언어학회 2011 응용 언어학 Vol.27 No.1
The thesis of this paper is that the notion of intertextuality offers a rich complement to genre pedagogy in EAP curriculum. In this view, intertextuality is a process by which a writer creates a new meaning that reflects and echoes other previously encountered texts, texts that themselves exist embedded in cultural systems of signs (Bloome & Egan-Robertson, 1993). While the notion of intertextuality is firmly established among applied linguistics researchers, there has been less specific discussion of it in relation to English language education. The role of intertextuality seems to be largely neglected while teaching English in the classroom situation in Korea. There is a need for research-grounded descriptions of intertextuality to bridge this gap. Students’ computer-based writing activities were examined to demonstrate how intertextuality influenced the construction of online discourse. Results suggest implications for how an intertextual approach can be incorporated into genre pedagogy to address the goal of helping students become intertextualists with their writing practices.
-
RISS연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
