초록 열기/닫기 버튼
The present study which partially replicated two previous studies (Choi, 2006a, 2006b) explored how the two types of text modification techniques (seductive detail augmentation & concrete elaboration) affect the interestingness, comprehensibility, and reading comprehension(main idea, inferential idea) of 204 second-year high school students, via a survey questionnaire, three types of reading passages(baseline, baseline+seductive details, concretized version of baseline), and multiple choice comprehension questions. Several pedagogically important findings are observed. First, both seductive detail augmentation and concrete elaboration failed to promote the participants' interestingness and their comprehensibility of the texts they read. Second, the participants' language proficiency levels appear to be a potent predictor of the degree of the participants' interestingness regarding the text. Third, seductive detail segments significantly interfered with main idea comprehension of the participants, whereas it showed no detrimental effect on inferential idea comprehension. Fourth, concrete elaboration may have the potential to facilitate inferential idea comprehension. Finally, no statistically significant interaction was found between text modification techniques and language proficiency levels(high, low) for the all dependent variables(interestingness, comprehensibility, main idea & inferential idea comprehension). Findings of the study have a direct bearing on EFL high school students, their English teachers, and textbook designers for EFL high school students.
키워드열기/닫기 버튼
text modification, interestingness, comprehensibility, seductive details, concrete elaboration, main idea comprehension, inferential idea comprehension
