Surveys on L2 Readers' Perspectives on L2 Reading Competence at Developmental Stages
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This action research was intended to collect information about L2 readers (n = 131 undergraduates) in terms of their needs, interests, motivations, and perspectives on an L2 teacher’s role and their own in L2 reading. The ultimate goal of this study was to establish a more productive L2 reading teaching program on the basis of the information. To collect the desired information, this study used a survey with 10 open-ended questions, and data collection was conducted three times: at the beginning, the mid-term, and the final-term of a semester. The participants’ responses to the survey questions were coded and classified into categories. The coded responses were analyzed as frequencies, and converted into percentages. Findings of this study indicated that L2 vocabulary, L2 grammar, appropriate L2 reading materials, and motivation were significant factors in facilitating the acquisition of L2 reading competence and fluency. It seems that L2 teachers should be careful in designing an L2 reading teaching program because L2 students’ needs, interests, and motivations were various according to their developmental stages. In regard to the significant factors, some implications and perspectives on ways of dealing with L2 students were discussed at the end of the study.
Abstract
This action research was intended to collect information about L2 readers (n = 131 undergraduates) in terms of their needs, interests, motivations, and perspectives on an L2 teacher’s role and their own in L2 reading. The ultimate goal of this study was to establish a more productive L2 reading teaching program on the basis of the information. To collect the desired information, this study used a survey with 10 open-ended questions, and data collection was conducted three times: at the beginning, the mid-term, and the final-term of a semester. The participants’ responses to the survey questions were coded and classified into categories. The coded responses were analyzed as frequencies, and converted into percentages. Findings of this study indicated that L2 vocabulary, L2 grammar, appropriate L2 reading materials, and motivation were significant factors in facilitating the acquisition of L2 reading competence and fluency. It seems that L2 teachers should be careful in designing an L2 reading teaching program because L2 students’ needs, interests, and motivations were various according to their developmental stages. In regard to the significant factors, some implications and perspectives on ways of dealing with L2 students were discussed at the end of the study.
참고문헌 (37)
- 김부자, "영어독해를 위한 구문지도에 대한 연구", 영어교육연구, 29, pp.49~69 (2004)
- 박미경, "대학 영어 읽기에서의 문법 교육에 대한 인지도 및 요구도 조사", 언어연구, 20(1), pp.27~48 (2004), 한국현대언어학회
- 송석요, "영어 읽기 전략 활용에 관한 조사연구", 영어영문학연구, 46(1), pp.213~233 (2004), 한국중앙영어영문학회
- Aebersold, J. A., "From reader to reading teacher: Issues and strategies for second language classrooms" (1997), Cambridge University Press
- Carrell, P., "Introduction: Interactive approaches to second language reading in : Interactive approaches to second language reading", pp.1~7 (1998), Cambridge University
- Devine, J., "A case study of two readers: Models of reading and reading performance in : Interactive approaches to second language reading", pp.127~139 (1998), Cambridge Univer
- Eskey, E. E., "Holding in the bottom: An interactive approach to the language problems of second language readers in : Interactive approaches to second language reading", pp.56~70 (1998), Cambridge University
- Grabe, W., "Reassessing the term “interactive” in : Interactive approaches to second language reading", pp.56~70 (1998), Cambridge University
- Han, S. H., "Action research in primary school English education", Foreign Language Education, 7(1), pp.69~95 (2000)
- Hirai, A., "The relationship between listening and reading rates of Japanese EFL learners", The Modern Language Journal, 83(3), pp.367~384 (1999)
- 전은경, "담화구조 표시어가 영어독해에 미치는 영향", 영어교육연구, 18(3), pp.223~252 (2006), 팬코리아영어교육학회
- Jeon, H. S., "Action research of the literary education in low-primary classroom: Understanding teaching and learning as sociocultural processes", Literary Education, 21, pp.113~154 (2006)
- Joh, Jeongsoon, "Interactions among the Reader, Text, and Task Variables in EFL Reading Comprehension Performance", 영어교육, 59(3), pp.115~144 (2004), 한국영어교육학회
- Joh, J., "Towards innovative reading instruction in English classrooms: A study of middle school students", English Teaching, 56(1), pp.3~29 (2001)
- 강진민, "The effects of prereading activity, text type, and proficiency level on English reading comprehension and interests.", 영어교육연구, 20(1), pp.157~182 (2008), 팬코리아영어교육학회
- Kim, O. S., "Reading and locating the main idea", English Language Education, 29, pp.169~183 (2004)
- 김 성 중, "The Importance of L2 Parsing Skills for L2 Reading Fluency", 영어교육, 62(2), pp.31~46 (2007), 한국영어교육학회
- Kitchen, J., "Action research in teacher education: Two teacher-educators practice action research as they introduce action research to preservice teachers", Action Research, 6, pp.7~28 (2008)
- Krashen, S., "Comprehensible output?", System, 26, pp.175~182 (1998)
- 권선희, "EFL Learners’ Learning Strategy Use in English Reading and Listening Comprehension", 영어교육연구, 17(2), pp.49~80 (2005), 팬코리아영어교육학회
- Lee, K. S., "The effects of the number of questions per passage, the length of passage, and the topic familiarity on multiple-choice English listening and reading comprehension tests", English Language Teaching, 54(4), pp.327~351 (1999)
- Lee, S. B., "Teacher’s own strategies for developing primary English teaching skills: Doing action research", Primary English Education, 5(2), pp.171~190 (1999)
- Maeng, Unkyoung, "How Are Reading Strategies Used in Different Reading Stages?", 영어교육, 61(1), pp.185~204 (2006), 한국영어교육학회
- Nunan, D., "Research method in language learning" (1992), Cambridge University Press
- Park, Gi-Pyo, "The Effects of Vocabulary Preteaching and Providing Background Knowledge on L2 Reading Comprehension", 영어교육, 59(4), pp.193~216 (2004), 한국영어교육학회
- 박기화, "초등 영어 교육 현장 연구 활성화를 위한 제언- 경기도를 중심으로 -", 초등영어교육, 10(1), pp.97~125 (2004), 한국초등영어교육학회
- Park, Y. Y., "An analysis of reading strategies of university students learning English", Journal of The Applied Linguistics Association of Korea, 15(2), pp.137~158 (1999)
- Parker, F., "Linguistics for non-linguists. Boston" (2005), Allyn and Bacon
- Peregory, S. F., "English learners reading English: What we know, what we need to know", Theory into Practice, 39(4), pp.237~247 (2000)
- Shrum, J. L., "Teacher’s handbook: Contextualized language instruction" (1994), Heinle & Heinle
- Song, H., "A study of the teaching of reading English as a foreign language in Korea", English Teaching, 55(4), pp.367~388 (2000)
- Song, M. J., "Reading strategies and second language reading ability: The magnitude of the relationship", English Teaching, 54(3), pp.73~95 (1999)
- Willis, J., "A framework for task-based learning" (2004), Longman
- Wallace, M. J., "Action research for language teachers" (2000), Cambridge University Press
- Yoo, H., "An action research model of an elementary teacher training program", English Teaching, 53(3), pp.125~152 (1998)
- Yoon, M. H., "A study of using CALL software for the improvement of university students’ reading speed in English", Multi-Assisted Language Learning, 4(1), pp.86~121 (2001)
- Yoon, H. S., "What’s happening in an ESL student’s EAP reading after passing the threshold?", The Jungang Journal of English Language and Literature, 47(3), pp.181~198 (2005)