한국어 학습자의 읽기 불안이 읽기 전략 사용에 미치는 영향
Effects of Reading Anxiety on KFL Learners' Reading Strategy Use
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참고문헌
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초록
The present study was aimed to explore the effects of reading anxiety on reading strategy use among KFL learners. The relationship between reading anxiety and reading strategy use in the current study was significant. The overall strategy scores had a significantly negative correlation with the total FLRAS scores. Moreover, significant negative correlations were also found between the total FLRAS scores and three of the six sub categories. The participants with lower levels of reading anxiety tended to report higher frequency of top down and metacognitive strategies, while the participants with higher levels of reading anxiety were likely to use social strategies when reading Korean. The study also attempted to examine differences in the use of reading strategies between the HAR(High-Anxiety Readers) and the LAR(Low-Anxiety Readers). The results indicate that the LAR employed more strategies than the HAR. In particular, the LAR concentrated on dealing with using background knowledge and context. In addition the LAR use making comments and evaluation on the task or setting reading purposes strategies more frequently. On the contrary the HAR focused on using reference materials and asking questions to someone.
Abstract
The present study was aimed to explore the effects of reading anxiety on reading strategy use among KFL learners. The relationship between reading anxiety and reading strategy use in the current study was significant. The overall strategy scores had a significantly negative correlation with the total FLRAS scores. Moreover, significant negative correlations were also found between the total FLRAS scores and three of the six sub categories. The participants with lower levels of reading anxiety tended to report higher frequency of top down and metacognitive strategies, while the participants with higher levels of reading anxiety were likely to use social strategies when reading Korean. The study also attempted to examine differences in the use of reading strategies between the HAR(High-Anxiety Readers) and the LAR(Low-Anxiety Readers). The results indicate that the LAR employed more strategies than the HAR. In particular, the LAR concentrated on dealing with using background knowledge and context. In addition the LAR use making comments and evaluation on the task or setting reading purposes strategies more frequently. On the contrary the HAR focused on using reference materials and asking questions to someone.
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