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Effect of Language Proficiency and Prior Knowledge on Learner’s Reading Strategy Use in an EAP Setting

김현정|김아영
언어과학회 (The Linguistic Science Society)|2013.09|언어과학연구 (The Journal of Linguistics Science)|제66호|pp. 69-92

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키워드

cognitive strategiesmetacognitive strategiesprior knowledgeEnglish for academic purposesreading strategy use
주제분류언어학

초록

The current study aimed to investigate whether learners’ prior knowledge of reading texts affected their reading strategy use while reading for EAP. Reading strategy use was further investigated for high- vs. low- proficient learners. A total of 24 Korean university students majoring in English education took a reading test, which included two academic reading texts (familiar and less familiar topics) and four open-ended questions for each text. They also completed a reading strategy use questionnaire after completing each task. Analysis of the questionnaire responses using a series of paired-samples t-tests indicated that high- proficient learners employed more metacognitive strategies, especially monitoring strategy, while reading a less familiar text. However, low- proficient students did not show a significant difference in reading strategies across the two texts. Implications for teaching reading are discussed based on the findings.

Abstract

The current study aimed to investigate whether learners’ prior knowledge of reading texts affected their reading strategy use while reading for EAP. Reading strategy use was further investigated for high- vs. low- proficient learners. A total of 24 Korean university students majoring in English education took a reading test, which included two academic reading texts (familiar and less familiar topics) and four open-ended questions for each text. They also completed a reading strategy use questionnaire after completing each task. Analysis of the questionnaire responses using a series of paired-samples t-tests indicated that high- proficient learners employed more metacognitive strategies, especially monitoring strategy, while reading a less familiar text. However, low- proficient students did not show a significant difference in reading strategies across the two texts. Implications for teaching reading are discussed based on the findings.

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