초록 열기/닫기 버튼
This study aimed to investigate the relative effect of different types of pre-reading activities on Korean high school students’ second language (L2) reading comprehension according to their English proficiency level―advanced, intermediate, and low. The participants were 342 first-year students who were administered reading comprehension tests under four different pre-reading activities conditions: pre-questioning, visual materials, pre-teaching vocabulary and a no-activity group. The results revealed that the pre-questioning and the provision of visual materials significantly contributed to the comprehension of English reading texts; however, pre-teaching vocabulary did not affect L2 reading comprehension. Also, the effects of pre-reading activities were overall stronger in low level participants than in advanced or intermediate level subjects. The findings suggest that for the purpose of enhancing low-level students’ L2 reading comprehension it is essential for teachers to employ pre-reading activities in the classroom.
키워드열기/닫기 버튼
읽기 전 활동, 읽기 선행 질문, 시각 자료 제공, 사전 어휘 지도
