고등학생들의 독해능력 고찰-상위인지(metacognition) 관점에서-

Abstract

The purpose of this paper is to find a way to improve the English reading ability of high school students, who have been taught mainly in the grammar-translation method. Consequently, they did not have trouble in the sentence level translation, but were not as competent at reading comprehension. The present paper seeks; (1) to examine the perceptions of reading strategies and their use by high school students, and (2) to examine the relationship between students' perceptions and reading comprehension. The survey on the students' perceptions of reading strategies and their use was conducted. The participants were 160 second year students at Suwon Girl's High School. The top third and bottom third were placed into the upper and lower groups according to the Practice Test for College Scholastic Ability Test, which was to compare the better and poorer readers. The findings of this study are (1) There is a slight relationship between reading comprehension and the perceptions of reading strategies and their use for high school students. (2) There are differences in the perceptions of top-down strategy used and debilitating bottom-up strategies between the better and poorer readers. (3) A predictor of reading comprehension is the perceptions of top-down strategies actually being used for them.