원문정보
초록
영어
This study examined the effects of textual code-switching on reading comprehension based on paired-text instruction. The subjects of this study are 12 Korean elementary EFL learners aged 11 to 13. This study examined whether textual code-switching in paired-text instruction was deemed effective in terms of enhancing the reading comprehension of both low- and high-proficiency EFL learners. Study results showed that for high-proficiency EFL learners, paired-text instruction was more effective in terms of heightening their overall reading comprehension, skill in making inference as well as paired-text reading comprehension. For low-proficiency learners, code-switched paired-text instruction was found to significantly develop their overall reading comprehension, especially literal reading comprehension and inference skills as well as paired-text reading comprehension.
목차
1. Balanced Reading through Paired-Text Instruction
2. Code-Switching in Paired-Text Instructions
3. Paired-Text Instruction with Textual Code-Switching
II. Literature Review
1. Code-Switching in Utterance and Print
2. Benefits of Paired-Text Instruction
III. Method
1. Participants
2. Procedure
IV. Results
1. Overall Findings
2. Code-Switching in Paired-Text Instruction for High-Proficiency Learners
3. Code-Switching in Paired-Text Instruction for Low-Proficiency Learners
V. Discussion and Conclusion
References
Abstract