한국어 읽기 전략 교수 프로그램이 학부 유학생의 읽기 이해 및 만족도에 미치는 영향 연구
A Study on the Effects of Korean Reading Strategy Teaching Program on Reading Comprehension and Satisfaction of Undergraduate Foreign Students
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This study aims to conduct a reading strategy teaching and learning program to improve reading comprehension of foreign undergraduate students in Korea and to confirm the reading comprehension competency and satisfaction of foreign learners. To this end, we applied a Korean reading strategy teaching and learning program to 54 foreign undergraduate students who took a Korean language course a common mandatory subject at a University in Ulsan, and analyzed the results through SPSS. The results of applying the Korean reading strategy program over 10 sessions were confirmed through pre-post-examination. First, the understanding of detailed content and the understanding of central content, which correspond to factual understanding, were statistically significant. Next, word and idiom reasoning, phrase and clause reasoning, and sentence reasoning, which correspond to inferential understanding, were found to be statistically significant. Finally, the increase in capability for critical understanding was found to be statistically significant. In addition, a survey of the pre-post class satisfaction of the Korean reading strategy program showed higher satisfaction. This study is expected to expand discourse on the application of reading strategy programs in Korean reading education and provide practical learner information.
Abstract
This study aims to conduct a reading strategy teaching and learning program to improve reading comprehension of foreign undergraduate students in Korea and to confirm the reading comprehension competency and satisfaction of foreign learners. To this end, we applied a Korean reading strategy teaching and learning program to 54 foreign undergraduate students who took a Korean language course a common mandatory subject at a University in Ulsan, and analyzed the results through SPSS. The results of applying the Korean reading strategy program over 10 sessions were confirmed through pre-post-examination. First, the understanding of detailed content and the understanding of central content, which correspond to factual understanding, were statistically significant. Next, word and idiom reasoning, phrase and clause reasoning, and sentence reasoning, which correspond to inferential understanding, were found to be statistically significant. Finally, the increase in capability for critical understanding was found to be statistically significant. In addition, a survey of the pre-post class satisfaction of the Korean reading strategy program showed higher satisfaction. This study is expected to expand discourse on the application of reading strategy programs in Korean reading education and provide practical learner information.
참고문헌 (20)
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