한국어 학습자의 어휘∙문법 능력과 읽기 능력 발달의 상관관계 연구 ―한국어능력시험 결과 분석을 토대로
A Study on the Corelation between Vocabulary/Grammar Competence and Reading Development of Korean language Learners for Academic Purposes
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참고문헌
키워드
초록
The purpose of this study is to explore the important factors influencing the reading development of Korean language learners for academic purposes. L2 reading development is the result of L1 transfer based on the Developmental Interdependent Hypothesis. However, L2 reading is associated with the development of L2 language proficiency according to the Language Threshold Hypothesis. Because L2 reading is a complex process involving L1 and L2 resources, the L2 reading research included many sub-fields from L2 linguistic competence to various L1 factors. This study examines the scores of TOPIK ( Test of proficiency in Korean)for advanced learners to investigate the related factors that influenced L2 reading ability positively. Correlation Analyses in 4 parts( vocabulary/grammar, reading, listening, writing) of language competence showed a strong relationship between L2 reading and vocabulary/grammar for advanced learners. However, regression results from L2 vocabulary/grammar score predicted L2 reading in level 5 learners not in level 6 learners. In this study, the finding explains that L2 reading could be improved by studying L2 language vocabulary and grammar until the vocabulary/grammar score reached around 80 out of 100. For the students with above average of vocabulary/grammar score, there might be other related factors that influenced reading ability including L1 reading resources such as use of strategies, motivation, and background knowledge. The implication of this study for instruction is that L2 reading instructions require considering both L2 and L1 factors to improve L2 reading ability for advance Korean learners.
Abstract
The purpose of this study is to explore the important factors influencing the reading development of Korean language learners for academic purposes. L2 reading development is the result of L1 transfer based on the Developmental Interdependent Hypothesis. However, L2 reading is associated with the development of L2 language proficiency according to the Language Threshold Hypothesis. Because L2 reading is a complex process involving L1 and L2 resources, the L2 reading research included many sub-fields from L2 linguistic competence to various L1 factors. This study examines the scores of TOPIK ( Test of proficiency in Korean)for advanced learners to investigate the related factors that influenced L2 reading ability positively. Correlation Analyses in 4 parts( vocabulary/grammar, reading, listening, writing) of language competence showed a strong relationship between L2 reading and vocabulary/grammar for advanced learners. However, regression results from L2 vocabulary/grammar score predicted L2 reading in level 5 learners not in level 6 learners. In this study, the finding explains that L2 reading could be improved by studying L2 language vocabulary and grammar until the vocabulary/grammar score reached around 80 out of 100. For the students with above average of vocabulary/grammar score, there might be other related factors that influenced reading ability including L1 reading resources such as use of strategies, motivation, and background knowledge. The implication of this study for instruction is that L2 reading instructions require considering both L2 and L1 factors to improve L2 reading ability for advance Korean learners.
참고문헌 (19)
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