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L1-한국어 초등학교 4학년 학습자의 L2-영어 읽기 요인과 단어 인지의 직·간접 효과: 구조방정식모형 분석

The direct and indirect effects of L2 reading components on L2 word recognition in L1-Korean L2-English 4th graders: A structural equation modeling analysis

한민정|백승현
외국어교육연구소 (Institute of Foreign Language Education)|2024.08|외국어교육연구 (Studies in Foreign Language Education)|제38권 제3호|pp. 37-56|DOI 10.16933/sfle.2024.38.3.37

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참고문헌

키워드

SEM구조 방정식 모형L2-단어인지L2-음운인지L2-철자인지L2-형태소인지L2-word recognitionL2-phonological awarenessL2-orthographic awarenessL2-morphological awareness

초록

이 연구의 목적은 L2 단어인식에 영향을 미칠 수 있는 L2 읽기요인들의 구조적 인과관계를 파악하는 것이다. 이를 위해, EFL 환경에서 L2-영어를 배우고 있는 한국인 초등학교 4학년 112명을 대상으로, L2 음운인지, 철자인지, 형태소인지 및 단어인지 능력을 평가하여 부분 및 완전잠재 구조방정식 모델을 사용하여 분석하였다. 그 결과, 부분잠재 구조방정식 모형에서는 L2 음운, 철자, 형태소인지 능력은 L2 단어인지 능력의 78%의 설명력을 보이며 L2 형태소인지(β = .54)와 철자인지(β = .39)가 L2 단어인지에 직접효과를 미치는 핵심 읽기요인인 것으로 나타났다. 또한, 완전잠재 구조방정식 모형은 위의 세 가지 인지능력이 L2 단어인지 능력의 91%를 설명하며 성공적인 L2 단어인지의 강력한 직접효과를 보인 읽기요인은 L2 철자인지(β = .62)로 확인되었다. 이러한 결과는 능숙한 L2 철자인지 및 형태소인지 능력이 성공적인 L2 단어인지를 촉진하는 데 기여할 수 있다는 것을 의미하며, L2 단어인지의 초기발달단계를 지난 후에는 음운인지 능력보다 철자인지와 형태소인지에 의존하여 단어인지를 한다는 레퍼토리 이론(Apel 외, 2004)을 실질적으로 뒷받침한다. 또한 본 논문은 이러한 연구 결과에서 발생하는 이론적교육적 함의를 자세히 논의하고자 한다.

Abstract

This study investigated the causal relationships among L2 phonological awareness (PA), orthographic awareness (OA), morphological awareness (MA), and word recognition (WR) using both partially and fully latent structural equation modeling. One hundred twelve Korean fourth-graders learning English as a foreign language participated in assessing their L2 PA, OA, MA, and WR. In the partially latent structural model, L2 PA, OA, and MA collectively explained 78% of the variance in L2 WR, with significant effects observed from MA (β = .54) and OA (β = .39). In the fully latent structural model, these factors accounted for 91% of the variance in L2 WR, with OA (β = .62) demonstrating the highest impact. These findings suggest that L2 OA and MA skills significantly enhance successful L2 WR. Moreover, the results align with Repertoire Theory (Apel et al., 2004), asserting that WR relies more on OA and MA than on PA beyond the initial stages. The study also addresses the theoretical and pedagogical implications arising from these findings.

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