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Interactions among the Reader, Text, and Task Variables in EFL Reading Comprehension Performance

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주제분류영어와문학

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Abstract

As an attempt to investigate in one comprehensive study those major factors that have been known to affect the process and product of reading comprehension, the present study involves variables of text, task, and reader characteristics, with special attention to Korean EFL context. Three types of expository text differing in rhetorical organization and two types of reading tasks requiring different cognitive skills were used, and three target language proficiency level groups were formed based on the subjects' scores on a pre-test designed to measure their general proficiency in English. Prior knowledge and topic interest were also included as reader variables in order to see how they interact with non-reader variables such as text and task types. Subjects were 157 Korean EFL learners of different backgrounds and they were randomly assigned to one of the six groups resulting from text-task combinations manipulated in the present study. Results showed quite a rich picture of L2 reading comprehension, implying highly complicated interactions among related variables, e.g., difference in the effect of task type or text type as a function of a reader variable such as target language proficiency. Implications and applications for L2 reading theories and EFL reading instruction are discussed.

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