The aim of this study was to examine the practical effects of Summarization as a study strategy by analysing how this affects the reading comprehension and top-down, bottom-up reading processing ability of learners who were studying Korean for higher...
The aim of this study was to examine the practical effects of Summarization as a study strategy by analysing how this affects the reading comprehension and top-down, bottom-up reading processing ability of learners who were studying Korean for higher education.
In Chapter 1, required study strategies in reading study were stated and summarization was suggested as a key activity of reading comprehension. Furthermore, existing studies were reviewed using three different criteria. First, the subjects of the studies were only limited to those who were learning Korean to go to university in Korea. Second, studies only related to reading strategies were considered. Last, the studies must have handled summarization as a concrete activity. Based on these criteria, there are two questions to investigate posed for this study.
Key Research Question 1. Does summarization as a reading strategy make a significant difference on readers' comprehension abilities ?
Key Research Question 2. Does summarization affect learners' abilities of top-down/ bottom-up process?
In Chapter 2, the definition of reading comprehension was discussed as a theoretical background of this study and the reading requirements for non-native speakers with academic purpose were described as well as the diagrams and theories explaining the procedures of re-consistituting the meaning while reading the text.
In Chapter 3, the method and the procedures of the present study were mentioned. The subjects were restricted to 32 Chinese students studying Korean for higher education at S university in Chung Nam Province, and they were divided as two groups as a test-group and control-group. First 16 students in the test group had practiced summarization with other reading strategies and the remained 16 in control group had only been taught reading conventionally without any strategies.
In chapter 4, the results of this study were explained with possible interpretations. In chapter 5, the limitations and suggestions of the study were stated.
Conclusion
Based on the research findings regarding the key question 1 (Does summarization of reading strategies make a significant difference on readers' comprehension abilities?) Both groups did not show any statistically significant differences in total scores of reading comprehension at the post-test, however, the scores of the test group about the pre and post-tests were more considerably and statistically increased than the control-group's.
After analysing the results of the second key question (Does summarization affect on learners' processing ability of top-down/ bottom-up?), the scores of test group in the post top-down tests after studying summarization with reading strategies were statistically better than the control group in the same test after general reading classes. However, the scores of latter group were higher in the bottom-down questions but that value was not considerably high. Throughout the study, it could be inferred summarization enhances learners' reading comprehension, especially in top-down process. The amount of improvement of two groups was also considered in test questions related to top-down and bottom-up process respectively. As for the top-down questions, the test-group showed significant difference, while the control group remained at the same level.
These findings seemed to support the claim that summarization may have positive effects on students' performances in top-down reading process, Whereas, both groups showed more significant and statistical differences about bottom-up questions at the post-test than at the pre-test. However, this could be interpreted as benefits of additional reading classes rather than the effects of summarization.
，韩语论文，韩语论文 |
