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The Effects of Teaching Chinese Letters through Textual Analysis on Improving Reading Comprehension
Journal of Korean Classical Chinese Literature
Abbr :
한문고전연구
2009, 19(1), pp.327-352
DOI :10.18213/jkccl.2009.19.1.013
Publisher : The Classical Chinese Literature Association of Korea
Research Area : Korean Language and Literature
2009, 19(1), pp.327-352
DOI :10.18213/jkccl.2009.19.1.013
Publisher : The Classical Chinese Literature Association of Korea
Research Area : Korean Language and Literature
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This study is to select Chinese letters through Korean textual analysis, and to verify the effects on improving reading comprehension. First, the Korean textbook used at th first semester of second grade was analyzed, and then 135 Chinese letters related to learners’ reading comprehension were selected. Next, learners’ level about reading comprehension between a controlled class and an experimental class was analyzed by total tests for reading comprehension. An experimental class was taught Chinese letters through completing worksheets using pictures and cartoons, joining end to end with Chinese letters, using mind-map, reading an editorial article, finding a word using a dictionary, and so on. Some tests for learners’ reading comprehension were carried out through some testing papers made by the investigator, and then some change between a controlled class and an experimental class was verified. There is a meaningful difference between the controlled class and the experimental class in terms of the before-test and after-test related to reading comprehension. Teaching Chinese letters had a positive effect on learners’ reading comprehension.
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