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Extensive Reading for High School Students

Title
Extensive Reading for High School Students
Authors
최지원
Issue Date
2015
Department/Major
외국어교육특수대학원 TESOL학과
Publisher
이화여자대학교 외국어교육특수대학원
Degree
Master
Advisors
Laura Eunae Park
Abstract
The purpose of this portfolio is to adapt extensive reading (ER) to a high school English class in order to help students to improve their English reading ability, linguistic competence and vocabulary. Engaging in ER will not only help the students to develop their English language skills, but it will also have a positive effect on improving their College Scholastic Ability Test (CSAT) scores, which is typically one of the most important goals for Korean high school students. Although ER is gaining more and more popularity due to the numerous positive benefits that studies have shown over the years, it has been paid little attention in high schools. Most students and teachers are concerned with the CSAT, and as a result, English language classes mostly focus on translation and grammar and solving exam questions. As a result, most students believe that concentrating on vocabulary and structure are the most beneficial ways to achieve their academic goals. However, recent test items on the CSAT have begun to focus on reading fluency as well as more understanding in specific fields such as economics, languages, literature, psychology, science and so forth. In other words, the CSAT now requires both language fluency and background knowledge in various fields. Therefore, focusing on intensive reading skills no longer seems to be sufficient. Thus, helping high school students to engage in ER could be an effective approach to preparing for the CSAT because it can help students to broaden their knowledge and develop their English reading proficiency at the same time. Therefore, integrating ER and IR seems to be an efficient teaching method for high school students. The target learners of this portfolio are high school students. According the ACTFL, they are considered to be high-intermediate because they have a good understanding of grammar rules and are aware of approximately 7,000 to 8,000 academic words. On the other hand, their reading rate is not very fast, so it is difficult to solve comprehension questions quickly. They frequently skip some questions in order to finish the exam on time. They also have difficulty reading between the lines. This is due to the fact that they have been studying English with short paragraphs to solve comprehension problems while having limited opportunity to read extensively in English.
Description
☞ 이 논문은 저자가 원문공개에 동의하지 않은 논문으로, 도서관 내에서만 열람이 가능하며, 인쇄 및 저장은 불가합니다.;석사학위를 수여받기 위해 제출된 포트폴리오임
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외국어교육특수대학원 > TESOL학과 > Theses_Master
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