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MBTI 성격 유형에 따른 독해 책략 연구

Research into Reading Strategies Based on MBTI Personality Types

이영희|강준수
한국영어학학회 (The English Linguistics Society Of Korea)|2022.08|영어학연구 (English Language and Linguistics)|제28권 제2호|pp. 87-111|DOI 10.17960/ell.2022.28.2.005

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참고문헌

키워드

MBTIL2 readingreading strategy독해 전략learning stylepersonality typelearner style독해 책략
주제분류영어와문학

초록

This article delves into which MBTI personality types arise in which particular reading comprehension strategies, thus aiming to deliver optimum English instructions based on individual preferences. To that end, using MBTI data concurrently with the reading strategy preference results collected from 131 participants, this study examined five discrete reading comprehension strategies according to 16 personality types in four ranges－favorite worlds, information, decision, and structure. The results evidenced that E-typed and J-typed learners adopted the vocabulary meaning decoding strategy more than I-typed and P-typed learners. The guessing and comprehension check strategy statistically differed between E- and I-typed learners. The meta-cognitive strategy also confirmed the statistical significance between Tand F-typed learners. It was found that different reading strategies could depend on L2 learners’ different personality types. Overall, it can be interpreted that active employment of a wide range of reading strategies through diverse instructional approaches would eventually foster L2 learners’ reading comprehension while enhancing their strengths and complementing weaknesse.

Abstract

This article delves into which MBTI personality types arise in which particular reading comprehension strategies, thus aiming to deliver optimum English instructions based on individual preferences. To that end, using MBTI data concurrently with the reading strategy preference results collected from 131 participants, this study examined five discrete reading comprehension strategies according to 16 personality types in four ranges－favorite worlds, information, decision, and structure. The results evidenced that E-typed and J-typed learners adopted the vocabulary meaning decoding strategy more than I-typed and P-typed learners. The guessing and comprehension check strategy statistically differed between E- and I-typed learners. The meta-cognitive strategy also confirmed the statistical significance between Tand F-typed learners. It was found that different reading strategies could depend on L2 learners’ different personality types. Overall, it can be interpreted that active employment of a wide range of reading strategies through diverse instructional approaches would eventually foster L2 learners’ reading comprehension while enhancing their strengths and complementing weaknesse.

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한국 대학 신입생의 영어 읽기능력 향상을 위한 MBTI 성격유형의 활용 가능성 탐색이경랑현대영어교육학회 · 현대영어교육2024 · 제25권 영어독해에 있어 영어능력, 문제유형, 학습자 요인간의 관계 연구전지현팬코리아영어교육학회 · 영어교육연구2015 · 제27권 제4호Korean College Students’ Perceptions on Styles and Strategies-Based Instruction in an EFL Reading Class서영미, 임은경한국현대언어학회 · 언어연구2014 · 제30권 제2호L2 독해전략 활용과 독해촉진요인에 관한 연구전지현, 지순정한국언어과학회 · 언어과학2012 · 제19권 제4호영어 읽기 전략 클러스터 수업에 관한 실험적 연구김남희한국현대언어학회 · 언어연구2017 · 제32권 제4호The Interactive Effects of Instructions and Learning Styles on the Inference Skills on College Low Achieving Readers김보경현대영어교육학회 · 현대영어교육2012 · 제13권 제2호

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