읽기 전략에 대한 독자의 상위인지 인식 양상에 관한 연구
A Study on Korean Students’ Metacognitive Awareness of Reading Strategies
0
조회
0
다운로드
22
인용
0
참고문헌
키워드
초록
이 연구의 목적은 학생들의 읽기 전략에 대한 상위인지 인식과 인지된 전략 사용의 양상을 탐색하는 것이다. 조사 대상은 총 481명으로, 초등학교 6학년 학생 88명, 중학생 280명, 고등학교 2학년 학생 113명으로 구성되었다. 조사에 참여한 학생들은 MARSI(Mokhari & Rechard, 2002)에 응답 하였으며, 이를 분석한 결과를 정리하면 다음과 같다. 첫째, 읽기 전략에 대한 상위인지 인식 수준은 해석 기준에 근거하여 ‘중간’ 수준인 것으로 드러났다. 이는 전체 및 하위 전략에 대한 인식 수준에서도 동일하게 나타났다. 둘째, 읽기 전략에 대한 상위인지 인식은 중학교 진입 시기에 급감하다가 지속적으로 향상하는 양상을 보였다. 이는 총체적, 문제 해결, 지원적 읽기 전략 및 읽기 전략의 전체 평균 결과에서도 동일한 양상을 보였다. 셋째, 읽기 전략에 대한 상위인지 인식은 대개 여학생이 남학생보다 높은 수준을 보였고, 지원 읽기 전략을 제외하고 전체 및 하위 전략에 대해 고등학교 2학년 시기에 그 수준이 역전되는 양상을 보였다. 그러나 이들 차이는 통계적으로 유의하지 않았다. 이를 통해 읽기 전략에 대한 상위인지 인식의 수준 간에 성별 차이는 발생하지 않았음을 확인할 수 있었다.
Abstract
This article makes an attempt to survey korean students’ metacognitive awareness of reading strategies using MARSI developed by Mokhari & Rechard(2002). A set of questions on MARSI was administered to the respondents who participated in this study. These questions basically aimed at looking into the awareness of metacognitive strategies related to reading by these respondents. The respondents were composed of 88 6th grades, 280 middle school students, 113 11th grade. The results of analysis is following. First, based standard of the data interpretation, the metacoginitive awareness on reading strategies among students were defined as medium level. Second, the level of metacoginitive awareness on reading strategies were dramatically declined at the time when students entered middle school. Third, girls’ level of the metacoginitive awareness were higher than boys’, when the time of 11th grades, the boys’ level were higher than girls’. But difference in gender, it was not significant statistically.
참고문헌 (32)
- 김경주, "읽기 과정에서의 인지 전략과 상위 인지 전략", 우리말글, 32(32), pp.29~50 (2004), 우리말글학회
- 이은림, "읽기학습,장애아의 독해력 향상을 위한 상위인지 전략 훈련 방안", 특수교육학회지, 15(1), pp.55~71 (1994)
- 한상철, "읽기 전략과 초인지 그리고 동기 요인이 교재 이해에 미치는 요인", 교육학연구, 35(1), pp.17~33 (1996)
- 최숙기, "중학생 읽기 능력 발달 양상에 관한 연구", 박사, pp.2010
- Alexander, P.A., "Learning from text：a multidimensional and developmental perspective, In Handbook of Reading Research", pp.285~310 (2000), Lawrence Erlbaum
- Anderson,N, "Individual differences in strategy use in second language reading and testing", Modern Language Journal, 75, pp.460~472 (1991)
- Block,E, "The comprehension strategies of second language readers", TESOL Quarterly, 20, pp.463~494 (1986)
- Block,E, "See how they read：comprehension monitoring of L1 and L2 readers", TESOL Quarterly, 26, pp.319~343 (1992)
- Carrell, P., "Metacognitive strategy training for ESL reading", TESOL Quarterly, 23, pp.647~678 (1989)
- Cohen,A.D, "Language learning：Insights for learners, teachers, and researchers" (1990), Newbury House
- Cohen,A.D, "Strategy-based learning of speech acts：developing and evaluating a web-based curriculum", Paper presented at the Independent Language Learning Conference (2003), The Open University
- Cohen, A. D, "Language learners as informed consumers of language instruction, In Studies in language and language education：Essays in honor of Elite Olshtain", pp.185~205 (2007), The Hebrew University Magnes Press
- Flavell,J, "Metacognition and cognitive monitoring：a new era of cognitive- development inquiry", American Psychologist, 34, pp.906~911 (1979)
- Flavell, J. H., "Cognitive development (third edition)" (1993), Prentice-Hall
- Garner,R, "Metacognition and Reading Comprehension" (1987), Ablex Publishing
- Grabe,W, "Current developments in second language reading research", TESOL Quarterly, 25, pp.375~306 (1991)
- Guthrie, J. T., "How motivation fits into a science of reading", Scientific Studies of Reading, 3, pp.199~205 (1999)
- Hadwin, Winne, "Context moderates students’ self-reports about how they study", Journal of Educational Psychology, 93, pp.477~487 (2001)
- Macaro,E, "Analysing student teachers’ codeswitching in foreign language classrooms：Theories and decision making", The Modern Language Journal, 85(4), pp.531~548 (2001)
- Macaro, E, "Raising the achievement of young-beginner readers of French through strategy instruction", Applied Linguistics, 29(1), pp.1~30 (2008)
- Mokhtari, K, "Metacognitive-awareness-of-reading-strategies inventory (MARSI)", Oklahoma State University, ~ (2000)
- Mokhtari, K., "Development of the metacognitive-awareness- of-reading-strategies inventory (MARSI)", Oklahoma State University, ~ (2000)
- Mokhtari, K., "Assessing student’ metacognitive awareness of reading strategies", Journal of Educational Psychology, 94, pp.249~259 (2002)
- Paris, S. G., "How metacognition can promote academic learning and instruction, In Dimension of thinking and cognitive instruction", pp.15~51 (1990), Erlbaum
- Paris, S. G., "The benefits of informed instruction for children’s reading awareness and comprehension skills", Child Development, 55, pp.2083~2093 (1984)
- Paris, S., "Becoming a strategic reader", Contemporary Educational Psychology, 8, pp.293~316 (1983)
- Pressley,M, "What should comprehension instruction be the instruction of? In Handbook of Reading Research", pp.545~561 (2000), Lawrence Erlbaum
- Pressley, M., "Verbal Protocols of Reading：The Nature of Constructively Responsive Reading" (1995), Lawrence Erlbaum Associates
- Pressley,M, "What should comprehension instruction be the instruction of? In Handbook of reading research", pp.545~561 (2000), Erlbaum
- Sheorey, R., "Differences in the metacognitive awareness of reading strategies among native speakers and non-native speakers", System, 29, pp.431~449 (2001)
- Veenman, M. V. J., "Metacognition and learning：Conceptual and methodological considerations", Metacognition and Learning, 1, pp.3~14 (2006)
- Zhang,L.J., "Awareness in reading：EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment", Language Awareness, 10, pp.268~288 (2001)