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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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국회도서관 홈으로 정보검색 소장정보 검색
결과 내 검색 동의어 포함
결과 내 검색 동의어 포함

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목차보기

표제지

목차

I. 서론 7

1.1. 연구의 필요성 7

1.2. 연구목적 10

II. 이론적 배경 13

2.1. 읽기와 어휘학습 13

2.2. 내용중심 교수법(Content and Language Integrated Learning: CLIL)과 스토리라인(Storyline) 중심 접근법 15

2.3. 언어학습에서 MWU의 역할 18

2.3.1. MWU란 무엇인가? 19

III. 실험 22

3.1. 피험자 22

3.2. 교재 23

3.3. 실험절차 24

3.3.1. 1 단계 24

3.3.2. 2 단계 26

3.3.3. 3 단계 27

3.3.4. 4 단계 28

3.4. 평가 기준 30

IV. 결과와 분석 33

4.1. MWU의 관점 33

4.1.1. 1 단계 결과 분석 33

4.1.2. 2 단계 결과 분석 34

4.1.3. 3 단계 결과 분석 35

4.1.4. 4 단계 결과 분석 37

4.2. 발표 관점 42

V. 결론 47

참고문헌 50

ABSTRACT 55

표목차

〈표 1〉 피험자 토익 점수표 22

〈표 2〉 1차 단계 MWU 25

〈표 3〉 2차 단계 MWU 26

〈표 4〉 3차 단계 MWU 27

〈표 5-1〉 4차 단계 MWU 29

〈표 5-2〉 4차 단계 광고 MWU 29

〈표 6〉 한 문항의 점수 배점 기준 표 30

〈표 7〉 1 단계 점수표 33

〈표 8〉 2 단계 점수표 34

〈표 9〉 3 단계 점수표 36

〈표 10-1〉 4 단계 첫 점수표 38

〈표 10-2〉 4 단계 두 번째 점수표 40

〈표 11〉 첫 발표 42

〈표 12〉 두 번째 발표 결과 43

〈표 13〉 세 번째 발표 결과 44

〈표 14〉 네 번째 발표 결과 45

초록보기

 Starting in the 1970s, conversation oriented edcation has overlooked the importance of reading. Due to lack of reading, ability of interpretation and vocabulary skills have decreased day by day.

The paper is intended to supplement these difficulties in learning English. This topic aims to help students with the importance of multi-word based reading and the difficulty of learning vocabulary.

The purpose of this study is to propose English reading materials. To be specific, it is to propose a way to invite a college student to the world of English.

To achieve the goal,

first of all, the professor selected a graded readers for the reading materals of the student. The textbook was based on a story line that was focused on contents. Second, because extensive reading is related to reading and vocabulary, the professor emphasized that the student students should read many easy textbook quickly. Third, the professor decided to test multi-word language patterns using textbook.

Finally, in order to increase to level of participation of the students in class, the professor decided to introduce the presentation and trided to get students attention by using movies or pop songs.

The experimental process of this study is to prove the effects of instruction in order to improve reading comprehension of low-level college students.

The subjects were 45 students in the first year of the university and 81% of the students scored less than 500 on the TOEIC. they were composed of students in the lower-middle classes.

This experiment has two point of view. One was a test based on the multi-word units and the other was a measure of participation in the presentation.

From a multi-word perspective,

In the first class, the professor showed a demonstration of how to interpret the contents and found the multi-word units. The test ratio of above five point was 16.7 percent and was proved that few were interested in testing.

In the second class, the test ratio of above five point was 25.5 percent There were two main factors in this increase. One was thought to have learned how to test and the other was because students gave a presentation in class.

In the third class, the test ratio of above five point was 52.4 percent. The students volunteered for the presentation and showed various interests.

In the forth class, the test ratio of above five was 66.8 percent.

The contents of textbook were interesting because the scenes in the movie acted as a kind of schema.

From the point of view of the presentation, it is divided into three stages.

At the first stage, the presentation of the other students had little information except one person. In the second stage, the direct relationship with the class was weak, but the announcement was made to relate to the intention of the professor.

In the third stage, there was an increase in the number of student who made presentation. It was evidence that there was an increasing number of students intrested in multi-word units.

In the last stage, 4 out of 10 people brought a pop song and announced it. The professor taught multi-word units in pop songs.

At this point, a sense of solidarity was formed between the teacher and the student.

The results of the study are meaningful in three ways.

First, multi-word units learning through graded readers improved the reading ability.

Secondly, the professor used the presentaion as a tool to make it a student-oriented class.

Lastly, it was result of satisfaction that presentation, which started with the student’s interest, returned to the textbook presentation at the end.

In conclusion,

Mulit-word units learning has been a great help in improving reading. The presentation could elicit attention and spontaneous participation from indifference and passive attitude in learning English.

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