읽기 전략, 어휘 및 문법 지식이 L2 읽기 능력에 미치는 영향
The effects of reading strategies and vocabulary and grammatical knowledge on L2 reading comprehension.
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초록
This study examined the relative effects of reading strategies, vocabulary, and grammatical knowledge on L2 reading comprehension among 297 Korean middle school students. The participants were divided into two sub-groups by their L2 scores in order to investigate L2 proficiency effects on the observed variables. The participants were asked to respond to an L2 strategy questionnaire, and to take a test on vocabulary, grammar, and reading comprehension. Multiple regression analyses were conducted to examine the predictive power of the observed variables in L2 reading comprehension. The results showed that global reading strategies, vocabulary, and grammatical knowledge each had significant predictive power for L2 reading comprehension for all participants. For the higher L2 proficiency group, all measured variables except for support strategies made a significant prediction of L2 reading comprehension, accounting for 40.2% of the reading variance. For the lower L2 proficiency group, however, only L2 vocabulary knowledge, problem solving strategies, and support strategies significantly predicted L2 reading comprehension, explaining 32.4% of the L2 reading variance. The implications of these results in relation to the EFL classroom are presented.
Abstract
This study examined the relative effects of reading strategies, vocabulary, and grammatical knowledge on L2 reading comprehension among 297 Korean middle school students. The participants were divided into two sub-groups by their L2 scores in order to investigate L2 proficiency effects on the observed variables. The participants were asked to respond to an L2 strategy questionnaire, and to take a test on vocabulary, grammar, and reading comprehension. Multiple regression analyses were conducted to examine the predictive power of the observed variables in L2 reading comprehension. The results showed that global reading strategies, vocabulary, and grammatical knowledge each had significant predictive power for L2 reading comprehension for all participants. For the higher L2 proficiency group, all measured variables except for support strategies made a significant prediction of L2 reading comprehension, accounting for 40.2% of the reading variance. For the lower L2 proficiency group, however, only L2 vocabulary knowledge, problem solving strategies, and support strategies significantly predicted L2 reading comprehension, explaining 32.4% of the L2 reading variance. The implications of these results in relation to the EFL classroom are presented.
참고문헌 (36)
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