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Korean High School Students Reading Experiences in an Adapted Concept-Oriented Reading Instruction Program in Korean EFL Context : 한국 EFL 환경에서 실시된 변형된 개념중심읽기(CORI)수업 프로그램에서의 고등학교 학생들의 영어읽기 경험

DC Field Value Language
dc.contributor.advisor이병민-
dc.contributor.author장주연-
dc.date.accessioned2017-07-19T02:27:28Z-
dc.date.available2017-07-19T02:27:28Z-
dc.date.issued2016-02-
dc.identifier.other000000132356-
dc.identifier.urihttps://hdl.handle.net/10371/127517-
dc.description학위논문 (석사)-- 서울대학교 대학원 : 외국어교육과 영어 전공, 2016. 2. 이병민.-
dc.description.abstractThe present study is an attempt to adopt Concept-oriented Reading instruction (CORI) for teaching English in a Korean EFL context. While Guthries CORI was designed originally for English speaking students to aid their reading literacy, this study hopes to adapt it to meet the needs of Korean EFL learners.
With the awareness of the need to teach reading for information to Koreas EFL students, an adapted version of CORI program was implemented and examined in Chungdam High School, located in Gangnam area of Seoul.
Eight students participated in the adapted CORI program for two weeks, experiencing its motivational support techniques and being explicitly taught reading strategies. Results showed that advanced students, who had lived abroad or attended private English academies for an extended period of time, enjoyed the benefits of the CORI program most, exhibiting positive changes and improvement in reading behaviors. Mid or low level students seemed to struggle to fully follow the instructions, mostly due to language barriers. To lower the barriers, Korean-speaking English teachers are viewed by this study to be best suited to teach an adapted CORI course in Korea.
Overall, the present study found that the adapted CORI course is worth being introduced to the Korean EFL context as a supplementary instructional method of teaching English reading for Korean EFL students in order to encourage them to become life-long English readers.		-
dc.description.tableofcontentsCHAPTER 1. INTRODUCTION 1
1.1 The Purpose of the Study 1
1.2 Research Questions 3
1.3 Organization of the Thesis 4

CHAPTER 2. LITERATURE REVIEW 5
2.1 Concept-Oriented Reading Instruction 5
2.1.1 Concept-Oriented Reading Instruction: Concept, Characteristics, and Principles 5
2.1.2 Studies on Concept-Oriented Reading Instruction 7
2.1.3 Concept-Oriented Reading Instruction and L2 Reading Instruction 9
2.1.4 Concept-Oriented Reading Instruction and content based language Instruction 9
2.2 Adapted Concept-Oriented Reading Instruction 11
2.3 Previous Studies on Concept-Oriented Reading Instruction in ESL and EFL context 12

CHAPTER 3. METHODOLOGY 14
3.1 Research Design 14
3.1.1 Qualitative Study 14
3.1.2 Case Study 15
3.1.3 Instrumental Case Study 16
3.1.4 Narrative Inquiry 16
3.2 Participants 17
3.2.1 Overall Information of Participants 17
3.2.2 Student 1 21
3.2.3 Student 2 21
3.2.4 Student 3 23
3.2.5 Student 4 23
3.2.6 Student 5 24
3.2.7 Student 6 25
3.2.8 Student 7 26
3.2.9 Student 8 26
3.3 Reading Materials 27
3.4 Researchers Position 28
3.5 Procedures 28
3.5.1 Preparation 29
3.5.2 Recruiting the Participants 30
3.5.3 Orientation of the Adapted Concept-Oriented Reading Instruction Program 31
3.5.4 Adapted CORI Lessons 32
3.5.5 Data Collection 34
3.5.5.1 Interviews 35
3.5.5.2 Daily Logs of Each Lesson 38
3.5.5.3 Participants Portfolios 39
3.6 Data Analysis and Interpretation 40
3.7 Trustworthiness 41

CHAPTER 4. RESULTS 43
4.1 Students Reading Behaviors Before the Adapted Concept-Oriented Reading Instruction Program 43
4.1.1 Students Past Reading Experiences 43
4.1.2 Students Present Reading Practices 45
4.2 Students Reading Behaviors During the Adapted Concept-Oriented Reading Instruction Program 47
4.2.1 Purpose of Participation 47
4.2.2 Participation 48
4.2.2.1 Attendance: Willingness to Attend 48
4.2.2.2 Task-attending Behaviors 50
4.2.3 Students Reading Behaviors in the Light of Motivation Support 53
4.2.3.1 Choice 53
4.2.3.2 Relevance 56
4.2.3.2.1 Hands-on Experiences 56
4.2.3.2.2 Contextual Reading with a Concept Goal 58
4.2.3.3 Sucess 60
4.2.3.4 Collaboration 62
4.2.4 Development of Reading Strategies 63
4.2.5 Reading Engagement 65
4.2.6 Language Barriers 66
4.3 Changes towards Reading During the Adapted Concept-Oriented Reading Instruction Program 69
4.3.1 Confidence in Independent Reading 70
4.3.2 Attitudes towards Reading Instructions 71
4.3.3 Linguistic Domains 73
4.4 Adapted CORI Program in Korean Context 75
4.4.1 Advantages 75
4.4.2 Limitations of the Adapted CORI Program in Korean Context 77

CHAPTER 5. CONCLUSION 80
5.1 Summary of Major Findings 80
5.2 Pedagogical Implications 83
5.3 Limitations of the Study and Suggestions for Future Research 84

REFERENCES 87

APPENDICES 95

ABSTRACT IN KOREAN 102		-
dc.formatapplication/pdf-
dc.format.extent951811 bytes-
dc.format.mediumapplication/pdf-
dc.language.isoen-
dc.publisher서울대학교 대학원-
dc.subjectconcept-oriented reading instruction-
dc.subjectEFL reading instruction-
dc.subjectreading for information-
dc.subjectconcept goal-
dc.subjectmotivation support-
dc.subjectreading strategy-
dc.subject.ddc407-
dc.titleKorean High School Students Reading Experiences in an Adapted Concept-Oriented Reading Instruction Program in Korean EFL Context-
dc.title.alternative한국 EFL 환경에서 실시된 변형된 개념중심읽기(CORI)수업 프로그램에서의 고등학교 학생들의 영어읽기 경험-
dc.typeThesis-
dc.contributor.AlternativeAuthorJU YEUN, CHANG-
dc.description.degreeMaster-
dc.citation.pagesix, 103-
dc.contributor.affiliation사범대학 외국어교육과-
dc.date.awarded2016-02-
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