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Which Prior Knowledge? - Relative Contribution of Prior Knowledge Components to EFL Reading Comprehension

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dc.contributor.authorJoh, Jeongsoon-
dc.date.accessioned2014-02-06T00:46:12Z-
dc.date.available2014-02-06T00:46:12Z-
dc.date.issued2004-
dc.identifier.citation어학연구, Vol.40 No.4, pp. 1035-1057ko_KR
dc.identifier.issn0254-4474-
dc.identifier.urihttps://hdl.handle.net/10371/90795-
dc.description.abstractThe purpose of this study is to find out the relative contribution of different aspects of reader knowledge to EFL reading comprehension, and to offer instructional applications for EFL reading classroom based on empirical evidence. Both reader and non-reader variables were included in the design in order to see if the relationship between the type of prior knowledge and comprehension varies as a function of extraneous factors. Results indicated that knowledge of target language vocabulary could be a better predictor of L2 reading comprehension than either the knowledge of syntactic rules in the language or topic knowledge (i.e., content schema). Additional findings and discussion on them are presented, followed by implications for the L2 reading theory and applications for EFL reading instruction.ko_KR
dc.language.isoenko_KR
dc.publisher서울대학교 언어교육원ko_KR
dc.subjectprior knowledgeko_KR
dc.subjectreading comprehensionko_KR
dc.subjectEFLko_KR
dc.titleWhich Prior Knowledge? - Relative Contribution of Prior Knowledge Components to EFL Reading Comprehensionko_KR
dc.typeSNU Journalko_KR
dc.citation.journaltitle어학연구-
Appears in Collections:
Language Education Institute (언어교육원)Language Research (어학연구)Language Research (어학연구) Volume 40 Number 1/4 (2004)
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