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L2 독해전략 활용과 독해촉진요인에 관한 연구

A Study on L2 Learners' Use of Reading Strategies and Factors Facilitating their Reading Comprehension

전지현|지순정
한국언어과학회 (The Korean Association Of Language Sciences)|2012.11|언어과학 (Journal of Language Sciences)|제19권 제4호|pp. 251-274

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참고문헌

키워드

동기motivationreading strategy인지 전략cognitive strategylinguistic domainmeta-cognitive strategyreading proficiency독해 능숙도독해전략언어영역상위인지 전략
주제분류언어학

초록

The purpose of this study is to find reading strategies and factors enhancing reading proficiency for college students. Two hundred and forty four college students participated in the study and were categorized into three different groups(upper, middle, and lower) according to their reading proficiency. A reading strategy questionnaire and a questionnaire for affective factors for reading proficiency were developed. The findings were as follows: First, the most significant strategy on the reading proficiency was found to be the group of meta-cognitive strategy. Second, the most frequently used reading strategy employed by three different groups was a group of cognitive strategies. Third, the six factors(linguistic domain, schematic domain, affective domain, motivation, grader, overseas English training experience) except for gender and a period of studying had a positive effect on facilitating reading comprehension. Pedagogical implication was provided and some issues for further research were discussed.

Abstract

The purpose of this study is to find reading strategies and factors enhancing reading proficiency for college students. Two hundred and forty four college students participated in the study and were categorized into three different groups(upper, middle, and lower) according to their reading proficiency. A reading strategy questionnaire and a questionnaire for affective factors for reading proficiency were developed. The findings were as follows: First, the most significant strategy on the reading proficiency was found to be the group of meta-cognitive strategy. Second, the most frequently used reading strategy employed by three different groups was a group of cognitive strategies. Third, the six factors(linguistic domain, schematic domain, affective domain, motivation, grader, overseas English training experience) except for gender and a period of studying had a positive effect on facilitating reading comprehension. Pedagogical implication was provided and some issues for further research were discussed.

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고등학생의 영어성취도와 읽기 과제의 난이도가 독해전략 사용에 미치는 영향임혜정현대영어교육학회 · 현대영어교육2009 · 제10권 제3호읽기 전략, 어휘 및 문법 지식이 L2 읽기 능력에 미치는 영향김경자한국영어교과교육학회 · 영어교과교육2017 · 제16권 제2호The Effects of Schema Activation and Reading Strategy Use on L2 Reading Comprehension마지현, 조영아한국영어교육학회 · 영어교육2020 · 제75권 제3호영어독해에 있어 영어능력, 문제유형, 학습자 요인간의 관계 연구전지현팬코리아영어교육학회 · 영어교육연구2015 · 제27권 제4호Korean EFL University Students' English Reading Strategy Use김남희, 정미애사단법인 한국언어학회 · 언어학2011 · 제19권 제4호대학생들의 영어 읽기 동기 및 메타인지 읽기 전략과 영어 읽기 능력과의 관계강정혜21세기영어영문학회 · 영어영문학212014 · 제27권 제3호

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