고등학교 영어 읽기 시험에 나타난 영어 읽기 세부 능력 분석: 질적 연구 중심으로
An Analysis of Reading Subskills in a High-School English Exam: A Qualitative Research Approach
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본 연구는 고등학교 영어 읽기 시험에서 평가하고자 하는 영어 읽기 세부 능력들을 교수자와 학습자의 관점에서 질적 연구 방법을 사용하여 조사하였다. 3명의 영어 교과 전문가들의 초점 집단 토론 자료와 10명의 고등학교 2학년 학생들의회상적 면담 자료를 분석하여 본 결과, 영어 교과 전문가들과 학습자들은 고등학교 영어 읽기 시험에서 평가하고자 하는 영어 읽기 세부 능력은 1)글의 대의 파악하기, 2)글의 흐름 파악하기, 3)글의 세부 내용 파악하기, 4)글의 대의 추론하기, 5)글의 흐름 추론하기의 다섯 가지 능력으로 구성되어 있다고 제안하였다. 이러한 결과는 제2언어 읽기 연구에서 제안하는 다요인 읽기 능력 구성 이론과 일맥상통한다. 뿐만 아니라, 본 연구에서 도출된 영어 읽기 세부 능력에 대한 정보는 학교 현장에서 교수자와 학습자들에게 영어 읽기 능력에 관한 세부적인 진단적 정보를 제공하여 제2언어 읽기 교수·학습에 상당한 교육적 효과가 있으리라 기대된다.
Abstract
This study examined the reading subskills assessed in a high-school English exam, from the perspectives of both English subject experts and learners using a qualitative research method. Three English subject experts and ten secondyear high-school students participated in a focus group discussion and a retrospective interview. The results showed that the reading subskills that are assessed in a high-school English exam include the following five skills: 1) identifying general ideas of the text, 2) identifying the organization of the text, 3) identifying specific information of the text, 4) inferring general ideas of the text, and 5) inferring the organization of the text. These results not only confirm the theory of multi trait hypothesis in second language reading research, but also have considerable pedagogical implications on teaching and learning second language reading by providing detailed diagnostic information of reading skills to both teachers and learners.
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