A Focus Group Study on Korean College Students’ Awareness and Applications of Reading Strategies
2
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
This study explores four Korean college students’ ways of understanding English texts and discusses their awareness and use of reading strategies. Using a case study approach, I looked at how four college students approached the reading of an expository passage in English by themselves silently and described how they arrived at their understanding of the text. In a focus group interview, they discussed each other’s reading strategies and current English reading practices in formal educational setting. The data analysis revealed that the two female students who were more confident in English were more aware of their reading strategy use and also applied more types of metacognitive strategies such as determining what to read and noting textual characteristics than did the male students. Additionally, the students self-reported that they became more aware of useful reading strategies by participating in the study. The students seemed to rely primarily on test-taking strategies when dealing with English texts at the college level and identified these skills as their primary reading strategies. Despite this, students showed a marked interest in learning how to apply different types of reading strategies to various types of text. Pedagogical implications regarding the findings are also addressed
Abstract
This study explores four Korean college students’ ways of understanding English texts and discusses their awareness and use of reading strategies. Using a case study approach, I looked at how four college students approached the reading of an expository passage in English by themselves silently and described how they arrived at their understanding of the text. In a focus group interview, they discussed each other’s reading strategies and current English reading practices in formal educational setting. The data analysis revealed that the two female students who were more confident in English were more aware of their reading strategy use and also applied more types of metacognitive strategies such as determining what to read and noting textual characteristics than did the male students. Additionally, the students self-reported that they became more aware of useful reading strategies by participating in the study. The students seemed to rely primarily on test-taking strategies when dealing with English texts at the college level and identified these skills as their primary reading strategies. Despite this, students showed a marked interest in learning how to apply different types of reading strategies to various types of text. Pedagogical implications regarding the findings are also addressed
참고문헌 (36)
- Allen, S., "An analytic comparison of three models of reading strategy instruction", International Review of Applied Linguistics in Language Teaching, 41, pp.319~338 (2003)
- Anderson, N. J., "Individual differences in strategy use in second language reading and testing", The Modern Language Journal, 75(4), pp.460~472 (1991)
- Bang, H. J., "Reading strategies used by advanced Korean and Chinese ESL graduate students : A case study", The Reading Matrix, 7(1), pp.30~50 (2007)
- Block, E., "The comprehension strategies of second language readers", TESOL Quarterly, 20(3), pp.463~494 (1986)
- Block, E., "See how they read : Comprehension monitoring of L1 and L2 readers", TESOL Quarterly, 26(2), pp.319~343 (1992)
- Carrell, P. L., "The effects of rhetorical organization on ESL readers", TESOL Quarterly, 18(3), pp.441~469 (1984)
- Carrell, P. L., "Content and formal schemata in ESL reading", TESOL Quarterly, 21(3), pp.461~481 (1987)
- Carrell, P. L., "Metacognitive awareness and second language reading", The Modern Language Journal, 73(2), pp.121~134 (1989)
- Carrell, P. L., "Schema theory and ESL reading pedagogy", TESOL Quarterly, 17(4), pp.441~469 (1983)
- Carrell, P. L., "Metacognitive strategy training for ESL reading", TESOL Quarterly, 23(4), pp.647~678 (1989)
- Cho, S., "Examining English language learners’ motivation of, and engagement in, reading : A qualitative study", The Reading Matrix, 10(2), pp.205~221 (2010)
- 전은실, "Effects of text, task, and L2 reading ability on English reading strategy use", Foreign Languages Education, 13(3), pp.23~50 (2006), 한국외국어교육학회
- Droop, M., "Background knowledge, linguistic complexity, and second language reading comprehension", Journal of Literacy Research, 30(2), pp.253~271 (1998)
- Feyton, C. M., "Consciousness raising and strategy use", Applied Language Learning, 10(1&2), pp.15~38 (1999)
- He, T-h., "Reading for different goals : The interplay of EFL college students’ multiple goals, reading strategy use, and reading comprehension", Journal of Research in Reading, 31(2), pp.224~242 (2008)
- Jiang, X., "A critical review of research on strategies in learning Chinese as both a second and foreign language", Studies in Second Language Learning and Teaching, 2(1), pp.9~43 (2012)
- Jimenez, R. T., "The reading strategies of bilingual Latina", o students who are successful English readers : Opportunities and obstacles, 1996, pp.31(1), 90~112
- 김현옥, "독해 전략 강화 훈련을 통한 전략 사용의 변화", Foreign Languages Education, 13(4), pp.193~217 (2006), 한국외국어교육학회
- Lawrence, L. J., "Cognitive and metacognitive reading strategies revisited : Implications for instruction", The Reading Matrix, 7(3), pp.55~71 (2007)
- Lee, Kyoung Rang, "Understanding EFL learners’ strategy use and strategy awareness", The Asian EFL Journal, 10(1), pp.7~32 (2008)
- 이신웅, "L2 Reading Strategies and Gender: A Study of Korean EFL University Students", 영미어문학, 86(86), pp.221~249 (2008), 한국영미어문학회
- Maeng, Unkyoung., "How are reading strategies used in different reading stages?", English Education, 61(1), pp.185~204 (2006)
- Maghsudi, M., "The impact of linguality on the cognitive and metacognitive reading strategies awareness and reading comprehension ability", Journal of Social Science, 18(2), pp.119~206 (2009)
- Oxford, R. L., "Language learning strategies: What every teacher should know", pp.1990, Newbury House
- Padron, Y. N., "The effect of ESL students’ perceptions of their cognitive reading strategies on reading achievement", TESOL Quarterly, 22(1), pp.146~150 (1988)
- Palincsar, A. S., "Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities", Cognition and Instruction, 1(2), pp.117~175 (1984)
- Pang, J., "Research on good and poor reader characteristics : Implications for L2 reading research in China", Reading in a Foreign Language, 20(1), pp.1~18 (2008)
- 나경희, "상호작용 읽기전략을 통해서 본 한국 대학생들의 독해과정에 관한 연구", 영어어문교육, 11(4), pp.209~235 (2005), 한국영어어문교육학회
- Saricoban, A., "Reading strategies of successful readers through the three phase approach", The Reading Matrix, 2(3), pp.1~16 (2002)
- Sheorey, R., "Differences in the metacognitive awareness of reading strategies among native and non-native readers", System, 29(4), pp.431~449 (2001)
- Singhal, M., "Reading proficiency, reading strategies, metacognitive awareness and L2 readers", The Reading Matrix, 1(1), pp.1~23 (2001)
- Song, Mi Jeong., "Teaching reading strategies in an ongoing EFL university reading classroom", Asian Journal of English Language Teaching, 8, pp.41~54 (1998)
- Song, Mi Jeong., "Reading strategies and second language reading ability : The magnitude of the relationship", English Teaching, 54(3), pp.73~95 (1999)
- Suh, Young Mee., "Exploring reading strategy use in English academic reading practices in an EFL context: Case studies of four Korean college students", 박사, pp.2011
- Wegmann, B., "Mosaic I: Reading", pp.2002, McGraw- Hill
- Vann, R. J., "Strategies of unsuccessful language learners", TESOL Quarterly, 24(2), pp.177~198 (1990)