읽기 후 ‘세부 내용 파악하기’ 활동에 대한 반응 양상 연구

A Study on the Aspects of Using Post-reading Activity Called ‘Identifying Specific Information’: Focusing on domestic undergraduate students and international undergraduate students

The paper aimed to figure out the aspects of learners’ reaction to the post-reading activity named as identifying specific information and it intended to find out educational implications which can be used in the real classroom. First of all, the study looked through the true value of teaching and learning post-reading activity called identifying specific information, which was considered as an undesirable activity in Korean language education. Secondly, the study examined different reaction patterns recognized between domestic undergraduate students and international undergraduate students in terms of identifying specific information. According to the result, domestic students usually recast and used different types of sentence to verify their understanding of reading passage. On the other hands, international students tended to retain sentence of original reading passage. As a result, the identifying specific information activity should be used after reading because it shows that learners are able to apply various strategies to recast new sentences. In addition, it is a similar activity with ‘paraphrasing’ in terms of producing new sentences. Therefore, various teaching methods related to the activity should be developed and it should be considered as a desirable activity which promotes learners’ understanding and expression ability.