earticle

영어

The purpose of this study is to find the effects of the ability of reading by the pre-reading activities from a schematic point of view in an EFL situation. Two hundred fifty-nine subjects from girls' high school were assigned to either a high or low level based on their English test score in the school and three treatment conditions. (pre-teaching vocabulary, semantic- mapping, and mutual method (vocabulary+semantic-mapping)). After the three pre-reading activities were completed, students took the multiple- choice test and recall test for comprehension. The materials from these experiments were analyzed by Anova, Duncan's method and T-test.
In this study, the questions were investigated as follows:
(1) Which pre-reading activity is effective for comprehending the text among three pre-reading activity conditions?
(2) Which pre-reading activity is effective for comprehending in each high and low level?
If the results of this study are compared with that of Hudson's, we can determine that there are differences among them. Hudson noticed when subjects' background knowledge was activated, the effect of comprehending was increased. In this study, the results of statistical analyses indicated that both groups (a high and low level) had difficulties in comprehending the text because of the unknown vocabulary. Therefore, the conclusion drawn from this study is that the pre-teaching of vocabularies must be done and then the student's background knowledge should be activated through the vocabularies which can build a schema on the content of the text in an EFL situation.