영어독해에 있어 영어능력, 문제유형, 학습자 요인간의 관계 연구
A study on the relationship among English proficiency, reading question types, and learners' factors in English reading comprehension
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The goal of the study is to investigate the relationship between English proficiency and readingquestion types as well as the relationship between learners’ factors and reading question types. Eighty-eight college students participated in the study, and a correlation analysis and anindependent sample t-test were employed to analyze and interpret the collected data. The resultsshowed that the high-level English group performed better than the low-level English group onall three types (perceptive, interactive, and extensive) of reading questions, implying thatEnglish proficiency has a correlation with reading questions types. Also, the results showed thatin the low-level English group, vocabulary knowledge and grammar knowledge have arelationship with interactive question types as well as perceptive question types while onlyvocabulary knowledge types have a relationship with extensive question types. Whereas, in thehigh-level group, reading strategy use has a relationship with both interactive and extensivereading question types, implying that learners’ factors also have a relationship with readingquestion types. This study suggested that teachers should provide appropriate reading lessons tostudents, considering their English proficiency and reading question types, and that teachersshould make students aware of the importance of using learners' nonlinguistic facets such asreading strategy or topic familiarity when they encounter various reading question types. Implications and limitations of the study would be discussed.
Abstract
The goal of the study is to investigate the relationship between English proficiency and readingquestion types as well as the relationship between learners’ factors and reading question types. Eighty-eight college students participated in the study, and a correlation analysis and anindependent sample t-test were employed to analyze and interpret the collected data. The resultsshowed that the high-level English group performed better than the low-level English group onall three types (perceptive, interactive, and extensive) of reading questions, implying thatEnglish proficiency has a correlation with reading questions types. Also, the results showed thatin the low-level English group, vocabulary knowledge and grammar knowledge have arelationship with interactive question types as well as perceptive question types while onlyvocabulary knowledge types have a relationship with extensive question types. Whereas, in thehigh-level group, reading strategy use has a relationship with both interactive and extensivereading question types, implying that learners’ factors also have a relationship with readingquestion types. This study suggested that teachers should provide appropriate reading lessons tostudents, considering their English proficiency and reading question types, and that teachersshould make students aware of the importance of using learners' nonlinguistic facets such asreading strategy or topic familiarity when they encounter various reading question types. Implications and limitations of the study would be discussed.
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