영어 읽기 능력 모형의 구성 타당도 연구
The construct validity of models of L2 reading ability
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초록
The purpose of this study was to examine the adequacy of models of L2 reading ability. The models being examined in the current study include two interactive models of L2 reading: (1) simultaneous processing model and (2) interactive- compensatory model. Both models were hypothesized to involve the interaction between bottom-up processing and top-down processing. Each processing was also hypothesized to involve several reading skills (e.g., understanding gist, understanding details, inferencing). The participants were 1,743 students. Most of them were secondary school students. They took a 30-item reading test designed to examine the plausibility of interactive reading models. The analyses of confirmatory factor analysis suggested that the simultaneous processing model of L2 reading might be more plausible than the interactive-compensatory model. Finally, some limitations of the current study and some suggestions for the further study are addressed.
Abstract
The purpose of this study was to examine the adequacy of models of L2 reading ability. The models being examined in the current study include two interactive models of L2 reading: (1) simultaneous processing model and (2) interactive- compensatory model. Both models were hypothesized to involve the interaction between bottom-up processing and top-down processing. Each processing was also hypothesized to involve several reading skills (e.g., understanding gist, understanding details, inferencing). The participants were 1,743 students. Most of them were secondary school students. They took a 30-item reading test designed to examine the plausibility of interactive reading models. The analyses of confirmatory factor analysis suggested that the simultaneous processing model of L2 reading might be more plausible than the interactive-compensatory model. Finally, some limitations of the current study and some suggestions for the further study are addressed.
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