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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국응용언어학회 응용언어학 응용언어학 제32권 제1호
- 발행연도
- 2016.3
- 수록면
- 175 - 201 (27page)
- DOI
- 10.17154/kjal.2016.3.32.1.175
이용수
초록· 키워드
오류제보하기
This study explored the predictive power of implicit and explicit grammatical knowledge in explaining the reading comprehension of Vietnamese EFL students and examined how these two types of grammatical knowledge could differently predict for students having dissimilar reading abilities. The participants of the study comprised 51 Vietnamese adult learners of English having different proficiency levels. They completed three English tests including a timed grammatical judgment tests, an untimed grammatical judgment test, and a reading comprehension test. Correlational and regression analyses were conducted, and the results indicated that both implicit and explicit grammatical knowledge significantly correlated with and significantly predicted reading comprehension. However, the two types of grammatical knowledge lost their correlation and predictive power when it came to the more proficient reading group. In the case of the lower level group, explicit grammatical knowledge did not correlate with or contribute to reading, but implicit grammatical knowledge remained as a significant contributor.
목차
Ⅰ. INTRODUCTION
Ⅱ. LITERATURE REVIEW
Ⅲ. METHOD
Ⅳ. RESULTS
Ⅴ. DISCUSSION
Ⅵ. CONCLUSION
REFERENCES
참고문헌 (39)
참고문헌 신청
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Alderson, J. C., Clapham, C., & Steel, D. (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research, 1(2), 93-121.
Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Norwood, NJ: Ablex.
Bowey, J. A. (1986). Syntactic awareness in relation to reading skill and ongoing reading comprehension monitoring. Journal of Experimental Child Psychology, 41, 282-299.
Bowles, M. (2011). Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute? Studies in Second Language Acquisition, 33(2), 247-271.
Alderson, J. C., Clapham, C., & Steel, D. (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research, 1(2), 93-121.
Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Norwood, NJ: Ablex.
Bowey, J. A. (1986). Syntactic awareness in relation to reading skill and ongoing reading comprehension monitoring. Journal of Experimental Child Psychology, 41, 282-299.
Bowles, M. (2011). Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute? Studies in Second Language Acquisition, 33(2), 247-271.
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UCI(KEPA) : I410-ECN-0101-2016-701-002543690