University Freshmen’s Changes in English Reading Motivation and Reading Strategies
2
조회
0
다운로드
4
인용
0
참고문헌
키워드
초록
This study investigated the changes in the first-year students’ English reading motivation and reading strategies in a Korean EFL context. Fifty-eight university freshmen taking an English class participated in the study, and two sets of questionnaires were administered. At the beginning and the end of the semester, the same questionnaires were used to compare the changes in the English reading motivation and reading strategies. One questionnaire was for the motivation to read in English, and it consisted of 30 items classified into nine dimensions. The other was for English reading strategies classified into three dimensions, and it was composed of 30 items, too. For the purpose of the study, two research questions were set as follows: 1) What are the changes in first-year students’ English reading motivation after entering university? 2) What are the changes in their English reading strategies after entering university? It was found that there were 9 significant differences in English reading motivation items, and reading efficacy domain had a significant difference. As for reading strategies, 7 items had significant differences and support reading strategies domain had a significant difference. In the light of the findings, some pedagogical implications and some future directions for research in this area were suggested.
Abstract
This study investigated the changes in the first-year students’ English reading motivation and reading strategies in a Korean EFL context. Fifty-eight university freshmen taking an English class participated in the study, and two sets of questionnaires were administered. At the beginning and the end of the semester, the same questionnaires were used to compare the changes in the English reading motivation and reading strategies. One questionnaire was for the motivation to read in English, and it consisted of 30 items classified into nine dimensions. The other was for English reading strategies classified into three dimensions, and it was composed of 30 items, too. For the purpose of the study, two research questions were set as follows: 1) What are the changes in first-year students’ English reading motivation after entering university? 2) What are the changes in their English reading strategies after entering university? It was found that there were 9 significant differences in English reading motivation items, and reading efficacy domain had a significant difference. As for reading strategies, 7 items had significant differences and support reading strategies domain had a significant difference. In the light of the findings, some pedagogical implications and some future directions for research in this area were suggested.
참고문헌 (42)
- Abhakron, J., "The implications of learners strategies for second or foreign language language teaching", ARECLS, 2008(5), pp.186~204 (2008)
- Barnett, M., "Teaching through context : How real and perceived strategy use affect L2 comprehension", The Modern Language Journal, 77, pp.150~162 (1988)
- Block, E., "See how they read : Comprehension monitoring of L1and L2 readers", TESOL Quarterly, 26(2), pp.319~343 (1992)
- Chamot, A. U., "The CALLA handbook : Implementing the cognitive academic language learning approach" (1994), MA Addison-Wesley
- Cohen, A. D., "Strategies in learning and using a second language" (1998), Longman
- Crookes, G., "Motivation : Reopening the research agenda", Language Learning, 41(4), pp.469~512 (1991)
- Cummins, J., "Reading and the ESL student", Orbit, 37(2), pp.72~75 (2008)
- Dörnyei, Z., "Motivation in second and foreign language learning", Language Teaching, 31, pp.117~135 (1998)
- Eccles, J. S., "Age and gender differences in children’s self and task perceptions during elementary school", Child Development, 64, pp.830~847 (1993)
- Gambrell, L. B., "Creating classroom cultures that foster reading motivation", The Reading Teacher, 50, pp.14~25 (1996)
- Gardner, R., "The socio-educational model of second language acquisition : A research paradigm", EUROSLA Yearbook, 6, pp.237~260 (2006)
- Gardener, R. C., "Motivational variables in second language acquisition", Canadian Journal of Psychology, 13, pp.266~272 (1959)
- Gardener, R. C., "On the development of Attitude", Motivation Test Battery, 1981, pp.37, 510~525
- Grabe, W., "Teaching and researching reading" (2002), Pearson Education
- Guthrie, J. T., "Reading motivation and reading comprehension growth in the later elementary years", Contemporary Educational Psychology, 32, pp.282~313 (2007)
- Guthrie, J., "The handbook of reading research", pp.403~422 (2000), Longman
- Hosenfield, C., "A preliminary investigation of the reading strategies of successful and unsuccessful language learners", System, 5, pp.110~123 (1977)
- Hunter, A., "Join the literacy club", Principal Leadership, 9(9), pp.36~ (2009)
- 황정희, "대학 교양영어 수강자들의 영어 학습동기와 동기 변화에 관한 사례 연구", 영어교과교육, 12(1), pp.97~121 (2013), 한국영어교과교육학회
- 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
- 주미란, "대학 신입생의 전공 및 학습 성과별 영어 학습동기와 학습전략 연구", 영어영문학21, 25(3), pp.177~200 (2012), 21세기영어영문학회
- 정세화, "Foreign Language Reading Motivation and Achievement", 영어교육연구, 21(1), pp.209~229 (2009), 팬코리아영어교육학회
- Kern, R., "Second language reading strategy instruction : Its effects on comprehension and word inference ability", Modern Language Journal, 73(2), pp.135~146 (1989)
- 김영상, "The Impact of Korean University EFL Learners’ Reading Strategies and Motivations on Performance", 영어교육연구, 20(4), pp.105~129 (2008), 팬코리아영어교육학회
- Lifrieri, V., "A sociological perspective on motivation to learn EFL: The case of escuelas pluilingues in Argentina", 석사, pp.2005
- Lukmani, Y. M., "Motivation to learn and language proficiency", Language Learning, 22, pp.261~272 (1972)
- Mokhtari, K., "Assessing students’ metacognitive awareness of reading strategies", Journal of Educational Psychology, 94, pp.249~259 (2002)
- Mokhtari, K., "Measuring ESL students’ awareness of reading strategies", Journal of Developmental Education, 25(3), pp.2~10 (2002)
- Mori, S., "Redefining motivation to read in a foreign language", Reading in a Foreign Language, 14, pp.91~110 (2002)
- The good language learner, "Naiman, N.", The Ontario Institute for Studies in Education, ~, pp.Research in Education Series No. 7 (1976)
- Noels, K. A., "Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English", The Canadian Modern Language Review, 57(3), pp.424~442 (2001)
- Oxford, R., "Language learning strategies : What every teacher should know" (1990), Heinle and Heinle
- Oxford, R., "Assessing the use of language learning strategies worldwide with the ESL", EFL version of the strategy inventory for language learning SILL, 1995, pp.23, 1~23
- Oxford, R., "Research on language learning strategies : Methods, findings, and instructional issues", Modern Language Journal, 73(4), pp.404~419 (1989)
- Paris, S., "Becoming a strategic reader", Contemporary Educational Psychology, 8, pp.293~316 (1983)
- Pearson, P., "The instruction of reading comprehension", Contemporary Educational Psychology, 8, pp.317~344 (1983)
- Sass, E. J., "Motivation in the college classroom : What students tell us", Teaching of Psychology, 16(2), pp.86~88 (1989)
- Song, Mi-Jeong., "Teaching reading strategies in an ongoing EFL reading classroom", Asian Journal of English Language Teaching, 8, pp.41~54 (1998)
- 서영미, "Four Korean University EFL Learners’ Perceptions of Reading Instruction and Reading Strategy Development", 영어교육, 67(2), pp.135~158 (2012), 한국영어교육학회[DOI]
- Dimensions of children’s motivations for reading for reading: An initial study, "Wigfield, A.", National Reading Research Center, ~, pp.Research Rep. No. 34 (1995)
- Wigfield, A., "Relations of children’s motivation for reading to the amount and breadth of their reading", Journal of Educational Psychology, 89, pp.420~432 (1997)
- Wigfield, A., "Children’s motivation for reading : Domain specificity and instructional influences", The Journal of Educational Research, 97(6), pp.299~309 (2004)
