중학생의 영어 어휘 학습전략과 영어 읽기 능력의 상관관계
The relationship between vocabulary learning strategies and English reading proficiency
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Abstract
This study investigated the factor structure of vocabulary learning strategies of middle school students, the relationship between vocabulary learning strategies and their English reading proficiency, and gender differences in these strategies. A questionnaire of vocabulary learning strategies based on Schmitt (1997) was administered to 150 subjects of this study. Also their English reading proficiency was measured. The results from the principal factor analysis indicated four-factor structure: determination, memory, cognitive, and metacognitive strategies. It was also found that girls used cognitive and metacognitive strategies more frequently than boys. The gender difference was statistically significant. In addition, 22% of variance in English reading proficiency was accounted for by these strategies. The findings of this study indicate that students should be trained on these dimensions of vocabulary learning strategies for improving their English reading proficiency.
참고문헌 (11)
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