고등학생의 영어성취도와 읽기 과제의 난이도가 독해전략 사용에 미치는 영향
Effects of the reading task difficulty and students' achievement on the reading strategy use by Korean high school students
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초록
This study investigated the effects of the reading task difficulty and English achievement on the reading strategy use by Korean high school students. To accomplish this purpose, current study employed 128 students who were required to answer reading strategy questionnaires consisting of 33 reading strategies. They completed the questionnaires right after reading easy and difficult passages, each followed by multiple choice comprehension questions. The data from the questionnaires were analyzed in terms of the students' English achievement. The results of the study indicate that these high school students seemed to use more strategies when reading difficult texts regardless of their achievement. The results also indicate that the low level students use more strategies while reading easy passages, and that both groups increased the strategy use under the condition of the difficult passage. The difference of used strategies between the two groups was not statistically significant, but the increased number between the two task conditions was statistically important in the high level. Participants of each group used almost the same strategies but several statistically significant items seemed very influential on their understanding the reading tasks. Drawing upon these findings, pedagogical implications for high school students and specific recommendations for further research are suggested.
Abstract
This study investigated the effects of the reading task difficulty and English achievement on the reading strategy use by Korean high school students. To accomplish this purpose, current study employed 128 students who were required to answer reading strategy questionnaires consisting of 33 reading strategies. They completed the questionnaires right after reading easy and difficult passages, each followed by multiple choice comprehension questions. The data from the questionnaires were analyzed in terms of the students' English achievement. The results of the study indicate that these high school students seemed to use more strategies when reading difficult texts regardless of their achievement. The results also indicate that the low level students use more strategies while reading easy passages, and that both groups increased the strategy use under the condition of the difficult passage. The difference of used strategies between the two groups was not statistically significant, but the increased number between the two task conditions was statistically important in the high level. Participants of each group used almost the same strategies but several statistically significant items seemed very influential on their understanding the reading tasks. Drawing upon these findings, pedagogical implications for high school students and specific recommendations for further research are suggested.
참고문헌 (30)
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