The Effects of Different Types of Extensive Reading Materials on Reading Amount, Attitude, and Motivation
The Effects of Different Types of Extensive Reading Materials on Reading Amount, Attitude, and Motivation
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不同类型的泛读材料对阅读量、态度和动机的影响
DOI：
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
Byung
中科院分区：
文献类型：
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作者：
I. Shin;Byung
本研究的目的是调查不同类型的阅读材料对韩国高中生泛读量、学生阅读态度和阅读动机的影响。为此，我们回顾了前人对泛读的研究，随后开发了记录表和前后问卷，分别测量阅读量和情感方面。阅读材料的类型被分为四组：有韩语注释的长文本、没有韩文注释的长文本、短文本和混合文本。从229名高中生中收集的数据揭示了以下发现。首先，就阅读量而言，所有组在15次观察中都表现出增加的趋势。第二，具有韩语注释的长篇课文组在每分钟阅读单词的平均分数上表现出最显著的提高。第三，除短文本组外，其余三组学生的学习态度和学习动机均有统计学差异。第四，因子分析和因子t检验显示，在总共9个因子中，有6个因子有较大变化。在此基础上，本文提出了结合泛读的教学建议以及本研究的局限性。
The purpose of this study is to investigate the effects of different types of reading materials on Korean high school students in regards to the amount of extensive reading, student attitude toward reading, and motivation for reading. Toward this end, previous studies on extensive reading were reviewed, followed by the development of record sheets and preand post-questionnaires to measure reading amount and affective aspects, respectively. The types of reading materials were divided into four groups: long text with Korean glosses, long text without Korean glosses, short text, and a mixed text. Data, collected from a total of 229 high school students, revealed the following findings. First, in terms of reading amount, all groups showed increased tendencies over 15 observation sessions. Second, the group of long texts with Korean glosses demonstrated the most remarkable increase in the mean score of reading words per minute. Third, there was a statistical difference in student attitude and motivation demonstrated in all groups except the short text group. Fourth, factor analysis and t-test of factors revealed considerable changes in six factors out of a total of nine. Based on the findings, pedagogical recommendations in incorporating extensive reading and limitations of this study are suggested.