중국인 학습자의 모국어와 한국어 읽기 이해능력 관계 연구

서준동,마취평 연세대학교 언어연구교육원 한국어학당 2022 외국어로서의 한국어교육 Vol.66 No.-

This study is aimed to reveal the relationship between L1 (Chinese) and L2 (Korean) reading comprehension of Chinese advanced Korean learners, as well as the influence of L1 comprehension on L2 comprehension. To achieve this purpose, 72 Chinese advanced learners were recruited to take test on their capability of L1 and L2 reading comprehension. According to the research results, there is not only a close correlation between L1 and L2 reading comprehension, but also a significant association between literal and Inferential comprehension ability, which are identified as the sub-factors of L1 and L2. Besides, a regression analysis was conducted to further examine the effect of L1 reading comprehension on L2 reading comprehension. As confirmed by the analytical results, L1 comprehension ability exerts a positive (+) effect on L2 comprehension ability. That is to say, the improvement of L1 comprehension ability is accompanied by the improvement of L2 comprehension ability in the process of acquisition. These results play a significant role in verifying the relationship between L1 and L2 reading comprehension against the empirical research results in relation to Korean education, thus providing inspiration for the development of Korean education. 본 연구는 중국인 고급 한국어 학습자의 L1과 L2 읽기 이해능력의 관계를 파악하여 L1 이해능력이 L2 이해능력에 미치는 영향을 밝기는 데에 목적이 있다. 이를 위해, 중국인 고급 학습자 72명을 대상으로 하여, 시험을 통해 L1과 L2 읽기 이해능력 수준을 측정하였다. 시험 결과를 바탕으로 분석한 결과는 L1과 L2 읽기 이해능력 간에 높은 상관관계를 있을 뿐만 아니라 L1과 L2의 이해능력의 하위 요인인 사실적 이해능력과 추론적 이해능력 간에도 높은 상관관계가 있음을 확인하였다. 더 나아가 L1 읽기 이해능력이 L2 읽기 이해능력에 대해 어떤 영향을 미치는지 살펴보기 위해 회귀분석을 실행하였다. 그 결과 L1 이해능력이 L2 이해능력에 정(+)의 영향을 미친다는 것을 확인하였다. 즉 L1 이해능력이 높아지면 L2 습득 과정에서의 이해능력도 따라서 향상됨을 검증하였다. 이러한 결과는 한국어 교육 분야에서 실증적인 연구 결과를 통해 L1과 L2 읽기 이해능력 간의 관계를 검증하여 한국어교육에 새로운 교육적 시사점을 줄 수 있는 데에 의의가 있다.

L2 읽기에서의 L1 읽기 이해력의 역할

정소영 ( So Young Jeong ),엄철주 ( Chul Joo Uhm ) 21세기영어영문학회 2020 영어영문학21 Vol.33 No.2

This study was designed to explore the relationships between L1 (first language) literacy and its lower skills (literal, inferential, and critical comprehension skills) and L2 (second language) reading ability in the Korean EFL context. The contribution of each L1 comprehension skill to explain L2 reading ability was also measured. For this study, 108 Korean middle school students were chosen as participants, and their L1 comprehension skills (literal, inferential, and critical), L2 linguistic knowledge (vocabulary and grammar), and L2 reading ability were assessed and analyzed. Results show that all variables in this study were significantly related to L2 reading ability, but L1 comprehension skills (literal and critical comprehension skills, in particular) were more predictable than L2 linguistic knowledge in explaining L2 reading ability. Therefore, in order to properly understand L2 reading ability, it is necessary to take a closer look at L2 learners’ L1 reading comprehension skills other than various L2 induced factors.

L2 읽기에서의 L1 읽기 이해력과 L2 언어 능숙도의 상호보상효과

정소영(So Young Jeong),엄철주(Chul Joo Uhm) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.3

본 연구는 L2 읽기 능력을 이루는 제1 언어(L1) 읽기 이해력과 제2 언어(L2) 능숙도 간의 상호 보상 효과에 대해 살펴보았다. 이를 위해, 국내 중학교 EFL 학생 108 명을 대상으로 하여, L1 읽기 이해력과 L2 언어 능숙도의 수준에 따라 두 집단(상위, 하위)으로 나누어 2주 동안 연구가 진행되었다. 또한, 상호보상모형을 검증하기 위해 다중회귀분석을 실시하였다. 본 연구의 결과는 다음과 같다. 1) L1 읽기 이해력과 L2 언어 능숙도는 L2 읽기 능력에 유의미한 관계가 있었으며, L1 읽기 이해력의 기여도가 더 컸다. 2) 높은 L1 읽기 이해력은 낮은 L2 언어 능숙도를 보상하고 그 반대의 경우도 같은 상호보상 관계를 보였다. 따라서 성공적인 L2 읽기 능력을 위해서는 높은 L2 언어 능숙도뿐 만 아니라 높은 L1 읽기 이해력도 필요하다. This study examined the interactive compensation effects of first language (L1) reading comprehension and second language (L2) proficiency on L2 reading ability. For this purpose, one hundred-eight Korean middle school EFL students participated in the two-week-long study after preliminary surveys. They were divided into two groups (high, low) according to the results of their L1 reading comprehension and L2 language proficiency. A multiple regression analysis was applied to prove the interactive compensation model. The results of the study are as follows: 1) L1 reading comprehension and L2 language proficiency were significantly related to L2 reading ability and the contribution of L1 reading comprehension was greater. 2) High L1 reading comprehension compensates for low L2 language proficiency and vice versa. Therefore, to achieve successful L2 reading comprehension, high L1 reading ability as well as high L2 language proficiency is needed.

Factors affecting English reading comprehension of Korean middle school students

Kim, Kyung Ja 한국중앙영어영문학회 2015 영어영문학연구 Vol.57 No.1

Any attempt to explain L2 reading comprehension entails a profound understanding of a reading process in which multiple factors interact with one another. This study investigated the structural relationships among factors affecting L2 reading comprehension development of 318 Korean EFL middle school students. Students’ L1 reading ability, L2 listening skills, L2 vocabulary knowledge, and L2 reading ability were assessed. The relative contribution of these factors to L2 reading performance was analyzed by the structural equation modeling (SEM) analysis. The study results showed that the students’ L2 vocabulary knowledge was the strongest direct predictor of their L2 reading comprehension and followed by L2 listening skills. However, L1 reading ability showed a nonsignificant relation to L2 reading comprehension, while L1 reading was positively related to L2 reading through a mediating role of L2 listening skills. These results provided empirical evidence for the effects of a threshold level of L2 proficiency on L2 reading performance. The pedagogical implications of the findings in relation to teaching EFL reading were suggested.

Factors affecting English reading comprehension of Korean middle school students

김경자 한국중앙영어영문학회 2015 영어영문학연구 Vol.57 No.1

Any attempt to explain L2 reading comprehension entails a profound understanding of a reading process in which multiple factors interact with one another. This study investigated the structural relationships among factors affecting L2 reading comprehension development of 318 Korean EFL middle school students. Students’ L1 reading ability, L2 listening skills, L2 vocabulary knowledge, and L2 reading ability were assessed. The relative contribution of these factors to L2 reading performance was analyzed by the structural equation modeling (SEM) analysis. The study results showed that the students’ L2 vocabulary knowledge was the strongest direct predictor of their L2 reading comprehension and followed by L2 listening skills. However, L1 reading ability showed a nonsignificant relation to L2 reading comprehension, while L1 reading was positively related to L2 reading through a mediating role of L2 listening skills. These results provided empirical evidence for the effects of a threshold level of L2 proficiency on L2 reading performance. The pedagogical implications of the findings in relation to teaching EFL reading were suggested.

다문화 가정 내 모국어 사용에 따른 다문화 청소년의 언어 능력 및 사회적 지지 탐색

임동선,백수정,김송이,한지윤 한국다문화교육학회 2020 다문화교육연구 Vol.13 No.3

The purpose of this study is to find empirical evidence on the importance of the use of mother-tongue language(L1) using big data. This study utilized data from the Multicultural Adolescents Panel Study (MAPS). Groups were divided into two based on the ratio of mother tongue and L2 usage: L1.L2 use and L2 use groups. We analyzed Korean, foreign language proficiency, and social support (i.e. support of family, friends, and teacher) of multicultural adolescents as key variables. In the L1.L2 use group, Korean and foreign language proficiency, and all the social support scores were significantly higher than the ones of L2 use group. Social support variables predicted both language proficiency, but each group showed different patterns; in the L1.L2 use group, the teacher support significantly predicted both language proficiency, whereas in the L2 group, the friends, teacher, and family support altogether served as comprehensive predictors of language proficiency. This study suggested the importance of using L1 for stable language and emotional development of multicultural children, and provided a rationale for improving perception of L1 use. 배경 및 목적: 다문화 가정 내 외국인 어머니가 자녀에게 사용하는 한국어와 모국어 사용 비율에 따라 다문화 청소년의 한국어 능력과 외국어 능력에 유의한 차이가 발생하는지 살펴보고자 하였다. 다문화 청소년이 인식하는 사회적 지지의 집단 간 차이, 그리고 한국어 능력과 외국어 능력을 유의하게 예측하는 사회적 지지 변인 양상의 차이를 보고자 한다. 방법: 연구 대상은 한국청소년정책연구원(National Youth Policy Institute)에서 수집한 ‘다문화청소년패널조사(Multicultural Adolescents Panel Study, MAPS)’의 종단연구 데이터 중 2011년에 시행한 1차년도를 활용하였다. 외국인 어머니가 아동에게 사용하는 모국어 사용 비율에 따라, 모국어와 한국어를 반반씩 사용하는 집단(159명)과 한국어만을 사용하는 집단(946명)으로 연구 대상자를 분류하였다. 다문화청소년이 인식하는 사회적 지지는 가족의 지지, 친구의 지지, 교사의 지지로 나누어 살펴보았다. 다문화 청소년의 언어능력은 학교성적 문항으로 측정하였으며, 아동의 한국어 능력은 국어 성적, 외국어 능력은 영어 성적으로 측정하였다. 결과: 다문화 가정 내 외국인 어머니가 모국어와 한국어를 반반씩 사용하는 청소년 집단의 한국어 능력(국어성적), 외국어 능력(영어 성적)은 한국어만 사용하는 외국인 어머니를 둔 청소년 집단보다 유의하게 높았다. 두 집단 간 사회적 지지(교사의 지지, 친국의 지지, 가족의 지지)를 비교했을 때, 어머니가 모국어와 한국어를 반반씩 사용하는 집단에서 사회적 지지의 하위 영역(교사의 지지, 친국의 지지, 가족의 지지)이 모두 유의하게 높았다. 두 집단 간 한국어 능력(국어성적), 외국어 능력(영어성적)을 예측하는 사회적 지지 변인이 집단 간 다르게 나타났다. 모국어와 한국어를 반반씩 사용하는 집단의 경우 교사의 지지가 한국어 능력 및 외국어 능력을 유의하게 예측하는 것으로 나타난 반면, 한국어만 사용하는 집단에서는 친구의 지지, 교사의 지지, 가족의지지가 종합적으로 두 언어능력을 유의하게 예측하는 것으로 나타났다. 논의 및 결론: 다문화 청소년의 안정적인 언어 및 정서발달을 위해서는 가정 내 어머니가 모국어를 사용하는 것이 중요함을 시사, 어머니의 모국어 사용과 관련한 인식 개선을 위한 이론적 근거를 제공하였다.

The Effect of Attitude toward Reading and Exposure to Reading on English Competence

Kim, Haeyoung 서울대학교 어학연구소 2003 語學硏究 Vol.39 No.2

The study examines the effect of attitude toward reading toward English language competence. In the analysis the roles of mediational factors such as exposure to reading in English (L2) and exposure to reading in Korean (L1) are also examined. Results show that attitude has an indirect positive effect on English language competence through reading in Korean and English. Such outcome indicates that in order to ensure that a positive attitude contribute to actual foreign language competence, reading not only in the language of interest but also reading in one's mother tongue must take place.

Investigating the Impact of Young Learners’ L1 Writing on Their L2 Writing

Hyun Jung Kim,Hyun-Kyung Kim 한국응용언어학회 2013 응용 언어학 Vol.29 No.4

Researchers have argued that close relationships in writing ability between L1 and L2 exist across different language groups. Yet young learners’ writing performance has rarely been examined, perhaps in part because the lower-level L2 writing ability of this group limits comparisons of various aspects of writing performance. This study compared the L1 and L2 writing performance of young learners so as to understand how their writing ability develops in both languages. A total of 98 Korean sixth graders took both Korean and English writing performance assessments. Each of their responses was evaluated, based on three analytic scoring criteria on four-point scales. The overall ratings and the separate component ratings on both the Korean and English assessments were analyzed, based on a series of regression analyses, to examine whether writing test performance on the English test could be predicted by writing performance on the Korean test. The results indicate that overall, Korean test performance significantly predicted the variance of English test performance. Each separate component of Korean test performance was also a significant predictor of each aspect of English test performance, to varying degrees. The results of the study suggest that young learners’ writing ability across languages is closely related, as is also true for adult learners.

Investigating the Impact of Young Learners’ L1 Writing on Their L2 Writing

김현정,김현경 한국응용언어학회 2013 응용 언어학 Vol.29 No.4

Researchers have argued that close relationships in writing ability between L1 and L2 exist across different language groups. Yet young learners’ writing performance has rarely been examined, perhaps in part because the lower-level L2 writing ability of this group limits comparisons of various aspects of writing performance. This study compared the L1 and L2 writing performance of young learners so as to understand how their writing ability develops in both languages. A total of 98 Korean sixth graders took both Korean and English writing performance assessments. Each of their responses was evaluated, based on three analytic scoring criteria on four-point scales. The overall ratings and the separate component ratings on both the Korean and English assessments were analyzed, based on a series of regression analyses, to examine whether writing test performance on the English test could be predicted by writing performance on the Korean test. The results indicate that overall, Korean test performance significantly predicted the variance of English test performance. Each separate component of Korean test performance was also a significant predictor of each aspect of English test performance, to varying degrees. The results of the study suggest that young learners’ writing ability across languages is closely related, as is also true for adult learners.

모국어에 기반한 음운인식이 파닉스 학습에 미치는 영향

조국(Kook Jo),김형엽(HyoungYoub Kim) 한국ESP학회 2023 ESP REVIEW Vol.5 No.2

Nowadays, Koreans are deeply esteemed to improve their English ability. Especially, in order to succeed in reading, readers must be aware of spelling and pronunciation for the phonetic purpose. Most importantly, the beginners have to be trained based on the individual words which mostly consist of phonetic elements. Understanding the unique sounds of English letters and words is crucial, as ignorance of these phonetic basics can hinder comprehension. Providing readers with accurate phonetic information, it is vital to aid the transition from Korean (L1) to English (L2). A comprehensive reading program should encompass phonological awareness, phonemic awareness, phonics, oral blending, decoding, spelling support, and sight word study. Typically, these programs employ an ESP approach, emphasizing learning based on native language principles to improve reading skills. This method facilitates understanding the specific patterns of English sounds in comparison to Korean. Since Korean education traditionally does not focus on teaching phonetics based on native language sounds, this approach is significant. It will help learners to grasp the precise American phonetic patterns, enabling them to accurately pronounce English words. This strategy is pivotal in helping Korean learners apply their knowledge to achieve correct pronunciation of target words in English.