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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.
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참고문헌 (27)
참고문헌 신청
Ahn, J.-Y / 2015 / The effects of paired texts on Korean international middle school students’ EFL reading comprehension / master’s / Korea University
Alvermann, D. E / 2011 / Comprehension strategy instruction for multimodal texts in science / Theory into Practice 50 (2) : 116 ~ 124
Anton, M / 1998 / Socio-cognitive functions of L1 collaborative interaction in the L2 classroom / Canadian Modern Language Review 54 (3) : 314 ~ 342
Arumugam, N / 2017 / Code switching in ESL speaking class: How & why / Journal of Institutional Research South East Asia 15 (1) : 121 ~ 132
Atkinson, D / 1987 / The mother tongue in the classroom: A neglected resource / ELT Journal 41 (4) : 241 ~ 247
Alvermann, D. E / 2011 / Comprehension strategy instruction for multimodal texts in science / Theory into Practice 50 (2) : 116 ~ 124
Anton, M / 1998 / Socio-cognitive functions of L1 collaborative interaction in the L2 classroom / Canadian Modern Language Review 54 (3) : 314 ~ 342
Arumugam, N / 2017 / Code switching in ESL speaking class: How & why / Journal of Institutional Research South East Asia 15 (1) : 121 ~ 132
Atkinson, D / 1987 / The mother tongue in the classroom: A neglected resource / ELT Journal 41 (4) : 241 ~ 247
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