• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Developing General Literacy Ability and Intercultural Sensitivity through English Literacy Instruction: Using Global Literature for Korean EFL Learners.
【24h】

Developing General Literacy Ability and Intercultural Sensitivity through English Literacy Instruction: Using Global Literature for Korean EFL Learners.

机译：通过英语扫盲教学发展一般识字能力和跨文化敏感性：为韩国EFL学习者使用全球文学。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This study explored L2 literacy ability and intercultural sensitivity of Korean late elementary to early middle school students learning English as a foreign language. This study investigated the latent variable structure of L2 literacy abilities, including fluency, vocabulary, reading comprehension, and writing abilities, and intercultural sensitivity which involves interaction engagement, respect for cultural differences, interaction confidence, interaction enjoyment, and interaction attentiveness. It also examined the effects of reading global literature in literature-based instruction on overall L2 literacy ability and intercultural sensitivity development.;The present study employed two different types of research design: a non-experimental, correlational design and a quasi-experimental research design. One hundred twenty-two 5th and 6th grade elementary students and one hundred forty 7th and 8th graders in middle school in Korea participated in this study. Among the 262 participants, 131 students from each grade were assigned to the treatment groups, and remaining 131 participants were in the control groups. The treatment group received 39 sessions of reading global literature in thirteen weeks; the control group did not receive any treatment in this study. Before and after the experiment period, all participants took pretests and posttests using the same instruments. Measurement instruments of this study consisted of two main parts: general literacy tests and the intercultural sensitivity scale. Instruments for this study measured text-level literacy development processes: fluency, vocabulary, reading comprehension, and writing. In addition, intercultural sensitivity was measured using with a 5-point Likert scale.;The results of confirmatory factor analysis indicated one measurement model of L2 general literacy ability and intercultural sensitivity; these two latent factors are correlated with each other. In addition, four indicators of literacy ability (fluency, vocabulary, reading comprehension, and writing) were strong predictors of L2 learners' literacy achievement. Likewise, four indicators (interaction engagement, respect for cultural differences, interaction confidence, and interaction attentiveness) were highly correlated to intercultural sensitivity, but interaction enjoyment was not correlated to intercultural sensitivity. Therefore, interaction enjoyment was removed from the measurement model of literacy and intercultural sensitivity. This final model was used to analyze the post-test data across different groups, grade levels, and genders in order to find the effects of reading global literature.;The latent mean analysis with the measurement model between literacy ability and intercultural sensitivity across control and treatment groups shows positive effects of reading global literature on L2 learners' development of literacy ability and intercultural sensitivity. The study results provided support for reading global literature as an effective and powerful instructional method to improve L2 learners' literacy ability and intercultural sensitivity. The students in the treatment group were more interculturally sensitive and outperformed the control group in L2 literacy achievement. In particular, there were some differences regarding intercultural sensitivity achievement for different grade levels, but there were no statistical differences between boys and girls in either their literacy ability or intercultural sensitivity development. The findings of this study have educational implications for teaching L2 with global literature to enhance L2 learners' intercultural sensitivity and literacy ability in their L2 learning.
机译：本研究探讨了韩国初中到初中学习英语作为外语的韩国人的L2识字能力和跨文化敏感性。这项研究调查了第二语言素养能力的潜在变量结构，包括流利度，词汇量，阅读理解能力和写作能力，以及跨文化敏感性，其中包括互动参与，尊重文化差异，互动自信，互动享受和互动注意力。它还研究了以文献为基础的教学中阅读全球性文献对整体二级读写能力和跨文化敏感性发展的影响。本研究采用两种不同类型的研究设计：非实验性，相关性设计和准实验性研究设计。 。韩国中学的一百二十二个五年级和六年级学生以及一百四十个七年级和八年级学生参加了这项研究。在262名参与者中，每个年级的131名学生被分配到治疗组中，其余131名参与者在对照组中。治疗组在13周内接受了39堂阅读全球文学的课程。对照组在本研究中未接受任何治疗。实验期间之前和之后，所有参与者都使用相同的仪器进行了前测和后测。这项研究的测量工具包括两个主要部分：一般读写能力测试和跨文化敏感性量表。这项研究的工具测量了文本水平的读写能力发展过程：流利度，词汇量，阅读理解能力和写作能力。此外，使用5点李克特量表对跨文化敏感性进行了测量。验证性因素分析的结果表明，L2普通识字能力和跨文化敏感性的一种测量模型；这两个潜在因素相互关联。此外，识字能力的四个指标（流利程度，词汇量，阅读理解能力和写作能力）是第二语言学习者识字成绩的有力预测指标。同样，四个指标（互动参与度，对文化差异的尊重，互动信心和互动注意力）与跨文化敏感性高度相关，但互动享受与跨文化敏感性却不相关。因此，从文化素养和跨文化敏感性的测量模型中删除了互动享受。该最终模型用于分析不同群体，年级和性别之间的测验数据，以发现阅读全球文献的影响。潜在的均值分析与测量模型之间的识字能力和跨文化控制和跨文化敏感性之间的关系治疗组显示阅读全球文献对第二语言学习者识字能力和跨文化敏感性发展的积极影响。研究结果为阅读全球文献提供了支持，这是提高二语学习者识字能力和跨文化敏感性的一种有效而有力的教学方法。治疗组的学生对跨文化的敏感性更高，并且在第二语言素养方面的表现优于对照组。特别是，不同年级水平的跨文化敏感性成就存在一些差异，但男孩和女孩的识字能力或跨文化敏感性发展均无统计学差异。这项研究的发现对通过全球文学教学二语提高二语学习者在二语学习中的跨文化敏感性和读写能力具有教育意义。

著录项

  • 作者

    Bae, Jiyoung.;

  • 作者单位

    University of Kansas.;

  • 授予单位 University of Kansas.;
  • 学科 Education English as a Second Language.;Education Multilingual.;Education Reading.
  • 学位 Ph.D.
  • 年度 2012
  • 页码 226 p.
  • 总页数 226
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号