• Title/Summary/Keyword: Comprehension task

검색결과 79건 처리시간 0.022초

The Effects of Different Types of Genres and Tasks on College Students' English Listening Comprehension

  • Kim, Sook-Hyun
    • 영어어문교육
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    • 제16권1호
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    • pp.61-80
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    • 2009
  • This study investigates the effects of different types of genre and tasks on college students' English listening comprehension. 104 college students were assigned to Argumentative (AG), Causal and Evaluation (CE), and Narrative (NA) group. They report their listening comprehension through gap-filling (GF), summary (ST), and multiple-choice comprehension task (MC). Results showed that different genre groups were significantly different on overall tasks. Moreover, results from each group also presented that different mean scores on each task indicated a statistical significance. Proficiency levels, higher and lower level group, showed a significant effect for the task on listening comprehension. The results of the statistical analysis, using One-way ANOVA indicated that genre significantly affects Korean college students' listening comprehension, and implied that listening comprehension sores for each genre were also substantially different. Different genre groups resented significant different in overall listening comprehension tasks.

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3-5세 아동의 시제어미 이해와 산출의 정확성 (The Comprehension and Production of Tense Markings in 3- to 5-year Old Korean Children)

  • 원혜미;황민아
    • 음성과학
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    • 제12권4호
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    • pp.183-195
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    • 2005
  • In the present study, we investigated development of verb inflections or endings in 3- to 5-year old Korean-speaking children using 28 action verbs for both comprehension and production tasks. For each verb, a l0-second long motion picture and a sheet of paper with three random-ordered color pictures representing 'before, in the middle of, at the end of' the action were generated. A past tense inflection' -et ta,' two present progressive verb endings '-enta' & '-ko itta.' a future tense ending '-elyeko hanta' were tested. In the comprehension task, children were asked to point to a picture correctly representing the tense of a presented verb. In the production task, children were asked to produce a verb with correctly marking the tense of a presented picture. The order of the two tasks were counterbalanced across the children, and the motion pictures were only presented in the first task. Across the ages, the performance accuracies on both comprehension and production tasks were the highest for the past tense marking followed by two present progressive and future tense markings. For each verb endings, the changes of accuracies across ages were analyzed in both tasks. The types of errors for production tasks were also reported.

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언어발달지체아동과 일반아동의 시제 표지 이해 및 산출 특성 (The Comprehension and Production of Tense Markings in Language Delayed Children and Typically Developing Children)

  • 조미옥;최소영;황민아
    • 말소리와 음성과학
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    • 제6권2호
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    • pp.123-131
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    • 2014
  • The purpose of this study is to investigate the comprehension and production of various tense markings in Korean-speaking children with and without language delay. Thirty children with language delay(LD) and 30 typically developing(TD) children participated in the study. In each group, half were at the age of 4-years and the other half at 7-years. In both the comprehension and production task, 28 verbs containing four types of tense markings were used: past tense '-et ta', two present progressives '-ko itta', '-enta', and future tense '-elyeko hanta'. In the comprehension task, the children were presented with three printed still-scenes of video recording of a verb action, each representing future, present progressive, and past tense of the verb, respectively. Then they listened to the action verb with one of the 4 tense markings and had to pick the scene that matched the verb tense. In the production task, the children were given one of the three scenes and asked to produce the verb with appropriate tense marking. In both tasks, the LD children performed significantly worse than the TD children, and the older children performed significantly better than the younger children. Interestingly, the pattern of performances across different types of tense markings at the two language-age levels were closely similar in LD children and TD children. This similarity of groups seemed stronger in the comprehension task than the production task.

Effects of Different Advance Organizers on Mental Model Construction and Cognitive Load Decrease

  • OH, Sun-A;KIM, Yeun-Soon;JUNG, Eun-Kyung;KIM, Hoi-Soo
    • Educational Technology International
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    • 제10권2호
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    • pp.145-166
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    • 2009
  • The purpose of this study was to investigate why advance organizers (AO) are effective in promoting comprehension and mental model formation in terms of cognitive load. Two experimental groups: a concept-map AO group and a key-word AO group and one control group were used. This study considered cognitive load in view of Baddeley's working memory model: central executive (CE), phonological loop (PL), and visuo-spatial sketch pad (VSSP). The present experiment directly examined cognitive load using dual task methodology. The results were as follows: central executive (CE) suppression task achievement for the concept map AO group was higher than the key word AO group and control group. Comprehension and mental model construction for the concept map AO group were higher than the other groups. These results indicated that the superiority of concept map AO owing to CE load decrement occurred with comprehension and mental model construction in learning. Thus, the available resources produced by CE load reduction may have been invested for comprehension and mental model construction of learning contents.

인지정보처리의 개인차와 문단의 이해: 구조모형 연구 (The Effect of the Individual differences in Cognitive Processes on Paragraph Comprehension: Structural Equation Modeling)

  • 이윤형;권유안
    • 인지과학
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    • 제23권4호
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    • pp.487-515
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    • 2012
  • 본 연구의 목적은 다양한 방식으로 개개인의 인지능력을 측정하고 문단 이해 능력을 살펴보는 것을 통해 문단이해에 영향을 미치는 인지정보처리 기제를 살펴보는 것이다. 이를 위하여 본 연구에서는 어휘판단 과제와 형태비교 과제를 사용하여 하위 인지능력을 측정하였고 숫자폭 과제, 작업폭 과제와 읽기폭 과제를 통하여 작업기억의 개인차를 측정하였다. 또한 논리적으로 유효한 추론과 유효하지 않은 추론의 처리 속도와 정확도를 살펴보는 것을 통해 고차 인지능력을 측정하였다. 문단이해 능력을 측정하기 위해서는 목표 문장 앞에 원인 문장이 있는 경우와 그렇지 않은 경우에 실험참여자들의 문장의 읽기 속도와 정확도를 측정하였다. 구조 모형을 통해 문단이해에 영향을 미치는 요인들을 살펴본 결과 하위 인지처리의 속도는 고차 인지처리의 속도와 상관이 있고 하위 인지처리의 정확도는 고차인지 처리의 정확도와 상관이 있었으나 고차 인지처리와 하위 인지처리에서 모두 속도와 정확도간의 상관은 나타나지 않았다. 또한 작업기억은 고차 인지처리 및 하위 인지처리의 정확도와는 상관이 있었으나 인지처리의 속도와는 상관이 없었다. 보다 중요하게 문단이해의 속도에는 하위 인지처리의 속도만이 영향을 미쳤지만 문단이해의 정확도에는 작업기억과 고차인지처리 기제가 영향을 미치는 것으로 나타났다. 문단이해의 속도는 문단이해의 정확도에 영향을 미치지 않았다.

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A Way of Teaching Listening Comprehension through Tasks and Activities

  • Im, Byung-Bin;Kim, Ji-Sun
    • 한국영어학회지:영어학
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    • 제1권1호
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    • pp.163-185
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    • 2001
  • Listening comprehension is an integrative and creative process of interaction through which listeners receive speakers' production of linguistic or non-linguistic knowledge. Improving listening comprehension requires continual attentiveness and interest. .Listening skill can be extended systematically only when students are frequently exposed to a wide range of listening materials with an affective, cultural, social, and psycholinguistic approach. Therefore, teachers should help students learn how to comprehend intactly the overall meaning of intended messages. Practical classroom teaching necessitates a systematic procedure in which students should take part in meaningful tasks and activities. This study purposes to investigate the effects of task-based listening comprehension instruction on improvement of EFL learners' listening comprehension and their attitude and interest. 74 freshmen who enrolled in College English conversation classes in Kongju National University participated in this study. The participants were administered listening comprehension tests and questionnaires. The results show that the listening comprehension instruction through tasks and activities has a positive impact on EFL learners' improvement of listening comprehension and their attitude and interest toward the target language as well.

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Instruction Effects of Teaching Relative Clauses on Comprehension and Production in Korean EFL Classes

  • Chu, Hera
    • 영어어문교육
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    • 제18권1호
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    • pp.23-43
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    • 2012
  • This study investigates the effects of three different types of instruction, namely form-based, comprehension-based, and production-based on the development of Korean university students' (n=137) comprehension and production of English relative clauses (RCs). The extent of improvements was analyzed by administering pre-and post-tests consisting of two comprehension tests (selecting the right form of RCs and the right picture descriptions) and one production test (combining two sentences). Findings of this study suggest that all three types of instruction increased participants' comprehension and productions of RCs. However, there appeared differential effects by the instruction type. It was found production-based instruction was most effective in promoting comprehension, followed by comprehension-based instruction. Comprehension-based instruction worked best with the development of production, suggesting that the effects of comprehension training did not only work for increasing comprehension skills, but also transfer to production skills. The type or level of tasks employed for each instruction appeared to play an important role in causing such results. Form-based instruction displayed the lowest improvements in both comprehension and production of RCs. A sentence-combination task employed for form-based instruction appear to result in mere explicit rule explanations without chances to notice rules in context or use their knowledge in practice.

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노인용 속담 이해력 과제의 평가 방법에 대한 고찰 (A Study on the Evaluation Method of Comprehension Task in Proverbs for the Elderly)

  • 이영민;김정완
    • 재활치료과학
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    • 제10권4호
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    • pp.25-38
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    • 2021
  • 목적 : 노화 과정에 따른 속담 이해력을 객관적으로 평가할 수 있는 분석방법을 정립하기 위해 속담 이해력 과제 제작 후 평가척도별 차이를 비교하였다. 연구방법 : 만 65세 이상 정상 노인 70명을 대상으로 설명하기 방식을 통한 속담 이해력 과제를 실시하였다. 3점 및 5점 척도의 점수 산정 방식을 설계하고 두 가지 방법으로 각각 분석하여 비교하였다. 두 척도에 따른 난이도와 변별도를 산출하여 최종 문항과 평가척도를 선정하였고, 이 척도상 수행력과 집행기능 간의 상관성에 대해 알아보았다. 결과 : 첫째, 3점 척도보다 5점 척도에서의 문항변별지수가 상대적으로 높게 산출되었고, 최종 10개 문항이 선정되었다. 둘째, 속담 이해력은 70~84세 집단이 65~69세 집단보다 유의하게 낮은 수행력을 보였고, 교육년수가 10년 이상인 집단이 9년 이하 집단에 비해 유의하게 높은 수행력을 보였다. 셋째, 속담 이해력 과제의 수행력은 집행기능 과제의 반응시간과 부적 상관을 보였다. 결론 : 속담 이해력은 일반적인 뇌기능인 좌반구와 우반구의 반구 특성에만 기인하지 않고 일반 노인내에서도 노화과정에 따른 뇌기능의 저하를 변별적으로 보여줄 수 있는 과제이며, 평가 척도의 점수범위가 높을수록 그 차이를 더 효과적으로 평가할 수 있음을 알 수 있다.

A cross-modal naming study: Effects of prosodic boundaries on the comprehension of relative clauses in Japanese

  • Kang, Soyoung;Kashiwagi, Akiko;Nakayama, Mineharu;Speer, Shari R.
    • 비교문화연구
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    • 제24권
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    • pp.157-169
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    • 2011
  • Compared to studies on prosodic effects on the comprehension of syntactic ambiguity in English, there are relatively few that investigated prosodic effects in East-Asian languages. This study examined the role of prosodic information in processing syntactically ambiguous sentences in Japanese. For syntactically ambiguous sentences containing relative clauses, this paper investigated whether prosodic information is immediately available during the process of these ambiguous sentences. Results from an auditory comprehension experiment with an on-line, cross-modal naming task seemingly suggest that contrary to the findings from the off-line study that examined the same constructions, prosodic information may not be immediately available to Japanese listeners. A possible account for failure to obtain effects of prosodic information is provided.

관용어의 친숙도, 성별, 학업성취도가 관용어 이해하기 능력에 미치는 영향 (Influence of Familiarity for Idiom, Gender Difference, Academic Achievement on the Abilities of Idiom Comprehension)

  • 이진숙;박소영
    • 한국콘텐츠학회논문지
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    • 제10권12호
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    • pp.466-476
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    • 2010
  • 본 연구는 관용어의 친숙도, 성별, 학업성취도가 관용어 이해하기에 어떠한 영향을 주는지 알아보고자 하였다. 대학생을 대상으로 관용어 친숙도를 조사하여 50개의 관용어를 친숙한 관용어와 친숙하지 않은 관용어로 분류하였다. 이를 토대로 예비검사와 본 검사를 실시하였다. 본 검사에서 대학교 1학년 학생 63명을 대상으로 관용어 이해과제를 실시하고, 학업성취도를 조사한 결과 첫째, 관용어의 친숙도에 따라서 관용어 이해하기에는 차이가 있어 친숙한 관용어를 친숙하지 않은 관용어에 비해 더 잘 이해하는 것으로 나타났다. 둘째, 성별에 따라서 관용어 이해하기에는 차이가 없었다. 셋째, 학업성취도에 따라서 관용어 이해하기에는 차이가 있어 학업성취도가 가장 높은 집단은 가장 낮은 집단에 비해 관용어를 더 잘 이해하는 것으로 나타났다. 이러한 결과는 관용어 특성 이해, 관용어 교육 및 외국인 우리말 교육의 중요한 자료가 될 것이다.