L2 읽기능력의 요인들과 L2 읽기능력과의 구조적 관계
The Structural Relationship of Components on L2 Reading Comprehension
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The empirical research was examined for a sample of 129 4th graders in an EFL environment in order to explore the fundamental elements impacting on second language (L2) reading comprehension and their structural relationship to L2 reading comprehension. The materials used for the current study were (1) a questionnaire on L2 reading comprehension, (2) L2 productive/receptive vocabulary test and (3) L2 reading comprehension test, adopted from Woodcock-Johnson Ⅲ Diagnostic Reading Battery (Woodcock, Mather, and Schrank 2004). First, four factors on L2 reading comprehension were unveiled: L2 reading comprehension learning strategy, first language (L1) proficiency, parents’ interest on their children's English learning, and extra-curricular activities. Those factors are strongly associated with L2 vocabulary and L2 reading comprehension. Second, L2 productive/receptive vocabulary were significant indicators of successful L2 reading comprehension. Finally, L2 vocabulary knowledge contributed a significant amount of unique variance to L2 reading comprehension based on the structural equation modeling (SEM). These findings are steadily aligned with the Lexical Quality Hypothesis in which L2 vocabulary knowledge is assumed to be a critical determinant of L2 reading comprehension (LQH: Perfetti & Hart, 2001).
Abstract
The empirical research was examined for a sample of 129 4th graders in an EFL environment in order to explore the fundamental elements impacting on second language (L2) reading comprehension and their structural relationship to L2 reading comprehension. The materials used for the current study were (1) a questionnaire on L2 reading comprehension, (2) L2 productive/receptive vocabulary test and (3) L2 reading comprehension test, adopted from Woodcock-Johnson Ⅲ Diagnostic Reading Battery (Woodcock, Mather, and Schrank 2004). First, four factors on L2 reading comprehension were unveiled: L2 reading comprehension learning strategy, first language (L1) proficiency, parents’ interest on their children's English learning, and extra-curricular activities. Those factors are strongly associated with L2 vocabulary and L2 reading comprehension. Second, L2 productive/receptive vocabulary were significant indicators of successful L2 reading comprehension. Finally, L2 vocabulary knowledge contributed a significant amount of unique variance to L2 reading comprehension based on the structural equation modeling (SEM). These findings are steadily aligned with the Lexical Quality Hypothesis in which L2 vocabulary knowledge is assumed to be a critical determinant of L2 reading comprehension (LQH: Perfetti & Hart, 2001).
참고문헌 (43)
- 백승현, "L2 능동적ㆍ수동적 어휘습득요인에 관한 구조방정식 모형", 영어영문학21, 26(3), pp.191~218 (2013), 21세기영어영문학회
- 손승희, "초등학생의 영어 어휘 습득 요인에 관한 연구", 영어교육연구, 18(4), pp.111~135 (2006), 팬코리아영어교육학회
- 신동일, "초등학생 자녀의 영어교육에 관한 학부모 인식 연구: 심층면접 자료를 기반으로", 영어교육연구, 24(3), pp.277~298 (2012), 팬코리아영어교육학회
- 윤지영, "영어 학습에 대한 부모의 학업기대유형과 학생의 1영어 학습 동기가 학업 성취도에 미치는 영향", 영어교육연구, 24(1), pp.211~233 (2012), 팬코리아영어교육학회[DOI]
- Brown, H. D., "Principles of language learning and teaching" (1994), Prentice Hall Regents
- Cohen, A. D., "Strategies in learning and using a second language" (2000), Foreign Language Teaching and Research Press
- Cummins, J., "Language, power, and pedagogy: Bilingual children in the crossfire" (2000), Multilingual Matters
- Dodici, B. J., "Early parent-child interactions and early literacy development", Topics in Early Childhood Special Education, 23, pp.124~136 (2003)
- Dixon, L. Q., "Home and community factors influencing bilingual children’s ethnic language vocabulary development", International Journal of Bilingualism, 16(4), pp.541~565 (2012)
- 강유선, "Is It Vocabulary Breadth or Depth that Better Predict Korean EFL Learners’ Reading Comprehension?", 영어교육, 67(4), pp.149~171 (2012), 한국영어교육학회
- Kieffer, M. J., "Catching up or falling behind? Initial English proficiency, concentrated poverty, and the reading growth of language minority students in the United States", Journal of Educational Psychology, 100, pp.851~868 (2008)
- Kim, Y., "Crosslinguistic influence on phonological awareness for Korean-English bilingual children", Reading & Writing, 22, pp.843~861 (2009)
- Korat, O., "Maternal beliefs, mother-child interaction, and child’s literacy : Comparison of independent and collaborative text writing between two social groups", Applied Developmental Psychology, 22, pp.397~420 (2001)
- Lau, K., "Reading strategy use between Chinese good and poor readers : A think-aloud study", Journal of Research in Reading, 29(4), pp.383~399 (2006)
- Leppänen, U., "Beginning readers’ reading performance and reading habits", Journal of Research in Reading, 28(4), pp.383~399 (2005)
- Leung, C. Y., "Extensive Reading and Language Learning : A diary study of a beginning learner of Japanese", Reading in a Foreign Language, 14(1), pp.66~81 (2002)
- Lipka, O., "The development of reading comprehension skills in children learning English as a second language", Reading & Writing, 25(8), pp.1873~1898 (2012)
- Mellard, D., "A path analysis of reading comprehension for adults with low literacy", Journal of Learning Disabilities, 43(2), pp.154~165 (2010)
- Meschyan, G., "Is native-language decoding skill related to second-language learning?", Journal of Education Psychology, 94(1), pp.14~22 (2002)
- Mehrpour, S., "The impact of general and specific vocabulary knowledge on reading and listening comprehension : A case of Iranian EFL learners", System, 38, pp.292~300 (2010)
- Mochizuki, A., "Language learning strategies used by Japanese university students", RELC Journal, 30(2), pp.101~113 (1999)
- Nation, K., "Assessing reading difficulties : The validity and utility of current measures of reading skill", British Journal of Educational Psychology, 67, pp.359~370 (1997)
- Oller, D. K., "Language and literacy in bilingual children", pp.3~21 (2002), Multilingual Matters
- Ouellette, G. P., "What’s meaning got to do with it : The role of vocabulary in word reading and reading comprehension", Journal of Educational Psychology, 98(3), pp.554~566 (2006)
- Oxford, R., "Language Learning Strategies : What Every Teacher Should Know" (1990), Heinle & Heinle
- Palermo, F., "English exposure in the home and classroom : Predictions to Spanish-speaking preschoolers’ English vocabulary skills", Applied Psycholinguistic, 35(6), pp.1163~1187 (2014)
- Perfetti, C. A., "Precursors of functional literacy", pp.189~214 (2001), John Benjamins
- The nation’s report card : Reading 2005, "Perie, M.", US Department of Education, National Center for Education Statistics, ~ (2005)
- Pomerantz, E. M., "Maternal intrusive support in the academic context : Transactional socialization processes", Development Psychology, 37, pp.1~25 (2001)
- Proctor, C. P., "The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension", Journal of Educational Psychology, 98(1), pp.159~169 (2006)
- Proctor, C. P., "Native Spanish-speaking children reading in English : Toward a model of comprehension", Journal of Educational Psychology, 97(2), pp.246~256 (2005)
- Qingquan, N., "A deep look into learning strategy use by successful and unsuccessful students in the Chinese EFL learning context", RELC Journal, 39(3), pp.338~358 (2008)
- Read, J., "Assessing vocabulary" (2000), Cambridge University Press
- Salataci, R., "Possible effects of strategy instruction on L1 and L2 reading", Reading in a Foreign Language, 14(1), pp.1~17 (2002)
- Schmitt, N., "Vocabulary: description, acquisition and pedagogy", pp.199~228 (1997), Cambridge University Press
- Schoonen, R., "Metacognitive and Language-Specific Knowledge in Native and Foreign Language Reading Comprehension : An Empirical Study Among Dutch Students in Grades 6, 8 and 10", Learning Learning, 48(1), pp.71~106 (1998)
- Sheorey, R., "Differences in the metacognitive awareness of reading strategies among native and non-native readers", System, 29, pp.431~449 (2001)
- Sparks, R. L., "Do L1 reading achievement and L1 print exposure contribute to the prediction of L2 proficiency?", Language Learning, 62(2), pp.473~505 (2012)
- Sweet, A. P., "Rethinking reading comprehension" (2003), Guilford
- Trapman, M., "Linguistic knowledge, fluency, and meta-cognitive knowledge as components of reading comprehension in adolescent low achievers : Differences between monolinguals and bilinguals", Journal of Research in Reading, 35(1), pp.1~19 (2012)
- Verhoeven, L., "Prediction of the development of reading comprehension : A longitudinal study", Applied Cognitive Psychology, 22(3), pp.407~423 (2008)
- Webb, S., "Receptive and productive vocabulary learning" (2005), Cambridge University Press
- Woodcock, R. W., "Woodcock-Johnson Ⅲ Diagnostic Reading Battery" (2004), Riverside