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Relative Contribution of Reading Fluency and Vocabulary Knowledge in Predicting Korean EFL Learners’ Reading Comprehension

강유선
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2020.10|Journal of Asia TEFL|제17권 제3호|pp. 778-790

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참고문헌

키워드

Korean EFL learnersreading fluencySimple View of Readingvocabulary breadthvocabulary depth

초록

Despite the growing body of research evidence validating the Simple View of Reading (SVR) which highlights decoding and listening comprehension abilities as the prominent contributors of reading comprehension, there have been concerns regarding the need to augment it to consider other relevant variables. For advanced readers whose decoding skills are fully developed, an alternate code-related skill such as reading fluency needs to be considered. This is especially pertinent for second language readers whose phonics skills tend to be superior to their language abilities. Another concern has not only been with the need to consider vocabulary knowledge as an independent predictor, but also with the need to discern the contribution of both quantity and quality of vocabulary knowledge. Although there have been numerous studies showing the significant relationship between reading comprehension and both vocabulary breadth and depth, these have been rarely looked at discretely in the SVR framework. This study investigated the relative contribution of vocabulary breadth, vocabulary depth, and reading fluency to secondary Korean EFL learners’ reading comprehension within an augmented SVR model. The findings indicated that although all of the considered predictors were significantly related to their reading comprehension, only listening comprehension and vocabulary depth demonstrated significant unique contribution.

Abstract

Despite the growing body of research evidence validating the Simple View of Reading (SVR) which highlights decoding and listening comprehension abilities as the prominent contributors of reading comprehension, there have been concerns regarding the need to augment it to consider other relevant variables. For advanced readers whose decoding skills are fully developed, an alternate code-related skill such as reading fluency needs to be considered. This is especially pertinent for second language readers whose phonics skills tend to be superior to their language abilities. Another concern has not only been with the need to consider vocabulary knowledge as an independent predictor, but also with the need to discern the contribution of both quantity and quality of vocabulary knowledge. Although there have been numerous studies showing the significant relationship between reading comprehension and both vocabulary breadth and depth, these have been rarely looked at discretely in the SVR framework. This study investigated the relative contribution of vocabulary breadth, vocabulary depth, and reading fluency to secondary Korean EFL learners’ reading comprehension within an augmented SVR model. The findings indicated that although all of the considered predictors were significantly related to their reading comprehension, only listening comprehension and vocabulary depth demonstrated significant unique contribution.

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관련 논문AI추천

Reading Fluency and Listening Comprehension Abilities as Predictors of Reading Comprehension강유선, 안효빈한국영어교육학회 · 영어교육2016 · 제71권 제1호Prediction of Korean EFL Learners’ English Reading Comprehension Abilities: An Examination of the Simple View of Reading강유선, 남경옥, 최윤정, Boseuk Lee한국영어교육학회 · 영어교육2011 · 제66권 제1호Does the Simple View of Reading Explain Korean Elementary EFL Learners’ Reading Comprehension?강유선한국영어교육학회 · 영어교육2021 · 제76권 제1호Predicting Korean EFL learners’ reading comprehension with decoding skills and oral vocabulary knowledge안효빈팬코리아영어교육학회 · 영어교육연구2016 · 제28권 제1호Decoding Skills vs. Reading Fluency in Korean High School EFL Learners’ Reading Comprehension강유선, 문보람, 박여은, 허윤지한국영어교육학회 · 영어교육2014 · 제69권 제4호Is It Vocabulary Breadth or Depth that Better Predict Korean EFL Learners’ Reading Comprehension?강유선, 박지은, Hey Seung Kang한국영어교육학회 · 영어교육2012 · 제67권 제4호

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