고등학생의 영어 읽기 전략, 영어 학습 동기, 영어 읽기 성취도 간의 상관관계 연구

안희선 ( Heesun Ahn ) 한국중등영어교육학회 2010 중등영어교육 Vol.3 No.2

The purpose of this study is to analyze the correlation among English reading strategies, English learning motivation and English reading proficiency of high school students. The summary of the results were as follows. First, reading strategies and learning motivation according to reading proficiency showed high frequency in order of high reading proficiency in all the factors excluding SUP (Support Reading Strategies), PER (Personal Reading Strategies), and extrinsic motivation that didn``t show meaningful differences. Second, in the results of the correlation between learning motivation and reading strategies, reading strategies had correlation with four factors of learning motivation. Third, the effects of learning motivation on reading strategies had the results: GLOB (Global Reading Strategies) was affected by intrinsic, integrative, instrumental motivation in order, PROB (Problem Reading Strategies) by integrative, extrinsic, instrumental motivation in order. Also, the higher integrative and intrinsic motivation were, the higher SUP showed. When it comes to PER, intrinsic motivation greatly affected it followed by integrative and instrumental motivation. Forth, the correlation among reading strategies, learning motivation, and reading proficiency showed that three factors of reading strategies excluding SUP and all the factors of learning motivation were correlated with reading proficiency. In addition, the effects of reading strategies and learning motivation respectively on reading proficiency showed that in reading strategies, the higher GLOB was, the higher reading proficiency was, whereas the higher SUP was, the lower reading proficiency was. In learning motivation, the higher integrative and instrumental motivation were, the higher reading proficiency was. Lastly, the effects of reading strategies and learning on reading proficiency showed that reading proficiency was more affected by reading strategies than learning motivation. GLOB had an effect on reading proficiency followed by SUP, integrative motivation, and intrinsic motivation. Also, the higher SUP and intrinsic motivation were, the lower reading proficiency was.

중학생 영어학습자의 상·하위권 수준별 독해전략

장진태,이지현 이화여자대학교 교과교육연구소 2010 교과교육학연구 Vol.14 No.4

본 연구는 경기도 소재 H 중학생을 대상으로 읽기 성취도별로 학습자들의 실제 읽기전략 사용 실태를 조사하였으며, 이를 위해 설문지 조사 및 인터뷰를 실시하였다. 이 연구결과를 바탕으로 향후 영어 교육 현장에서 읽기 능력의 향상을 위해 학습자 수준별로 어떤 전략 지도가 필요한지를 제언하는데 목적이 있다. 본 연구의 구체적인 연구 문제는 다음과 같다. 첫째, 중학생 상위학습자가 주로 활용하는 읽기 전략은 무엇이며, 어떻게 사용하는가? 둘째, 중학생 하위학습자가 주로 활용하는 읽기 전략과 그 한계는 무엇이며, 상위학습자가 사용하는 전략과 어떻게 다른가? 결론적으로 상ㆍ하위권 학습자에 따라 읽기 전략을 가르칠 때, 중점을 두어 보완해야 할 점은 각각 무엇인가를 논의하며, 실험을 통해 얻은 결과는 다음과 같다. 첫째, 상·하위 학습자들 모두 전략별 빈도의 순위를 매겨보면 문제해결 독해전략(PROB), 총체적 독해전략(GLOB), 지원적 독해 전략(SUP) 순으로 나타났다. 둘째, 영어 읽기 능력에 따른 읽기 전략의 사용 빈도를 알아본 결과 상위권일수록 읽기 전략을 더욱 빈번하게 사용하는 것으로 나타났다. 셋째, 같은 전략을 사용하더라도 상위 학습자와 하위학습자가 질적인 차이를 보였다. 즉, 상위 학습자는 같은 읽기전략을 사용하여도 텍스트의 전체적인 의미의 이해를 돕기 위해 사용하였지만 하위 학습자는 국부적으로 단어의 의미를 추측하기 위해 읽기 전략을 사용하는 양상을 보였다. 결과적으로, 상·하위 학습자 모두 문제해결 독해전략을 가장 빈번하게 사용한다고 응답하였는데 이것은 내신과 시험 중심의 학습 환경의 영향으로 학습자가 주로 문제해결을 위한 목적으로 독해 전략을 사용하기 때문으로 기인된 것이라 판단된다. 교육적 제언으로는 입시위주의 문제풀기 읽기 전략 사용을 지양하고, 영문독해의 다양한 접근방식과 흥미를 함양시키기 위해 이야기 자체에 관심을 불러 올 수 있는 읽기 텍스트를 중심으로 지도하여 다양한 읽기 전략의 기회를 제공해야 할 것이다. The purpose of this study is to examine the use of reading strategies among Korean third-grade middle school students as regards their reading proficiency. This evaluation is accomplished through a survey and interview methods in orderto provide useful guidance to English teachers for teaching reading strategies to their students. The main questions are which reading strategies are frequently used by high-proficiency students and how do they use them which reading strategies are frequently used by low-proficiency students and what are their weaknesses in using reading strategies and what are thebetween high-level students and low-level students' reading due to their strategy use? The results of this study are as follows: First, the two groups use reading strategies in the order of problem solving strategies (PROB), global reading strategies (GLOB) and support reading strategies (SUP). Second, high-proficiency groups show a far greater use of all reading strategies. Third, there are qualitative differences in reading-strategy use between the two groups. The high-level students use reading strategies to understand the overall text, while the low-level students use the same reading strategies to focus on specific information. According to the results, high-proficiency students need to perceive larger reading units. Since their different scope of reading units affects reading strategy use, high-proficiency students need practice using them in larger meaning units. For low-level students, it is highly recommended that they use information from the context to infer the meaning of the text rather than from their background knowledge since the main source of misunderstanding is from their inappropriate background knowledge.

Reading Strategies in L1 and L2: Comparison of Korean EFL Learners’ Reading Strategy Use

Mie Ae Jung,Nam Hee Kim 현대문법학회 2012 현대문법연구 Vol.68 No.-

This study aims to investigate the relationship between metacognitive awareness and the use of reading strategies in L1 and L2 reading depending on the participants L2 reading proficiency. A total of 167 Korean EFL university students participated in this study. They responded to questionnaires asking about their metacognitive reading strategies in their L1 and L2 reading for academic purposes. The findings showed that (a) there were positive relationship between L1 reading and L2 reading in terms of their use of metacognitive reading strategies, and (b) significant differences were found in the use of strategies in L1 vs. L2 reading in terms of L2 reading proficiency: L1 and L2 global strategy use in the high proficiency group, L1 and L2 support strategy use in the high, intermediate, and low proficiency groups, and overall L1 and L2 metacognitive reading strategy use in the intermediate proficiency group. There were no significant differences in L1 and L2 problem-solving strategy use in all three proficiency groups. The most influential factor in predicting overall use of L2 metacognitive reading strategies was found to be L1 global strategy use. Pedagogical implications for strategy-based reading instruction were suggested.

Interpreting the Linkage among Reading Problems in L1 and L2, Strategy Use in L2 Reading, and L2 Proficiency

신유선 팬코리아영어교육학회 2017 영어교육연구 Vol.29 No.1

The paper examines the relationships among reading problems in L1 and L2, strategy use in L2reading and L2 proficiency. The total of 126 university students participated in this study. Self-assessed survey items were used to measure reading proficiency in L1, Korean and L2,English. Then the Survey of Reading Strategy (SORS) was followed to measure the participants’strategy use during their L2 academic reading. Some of the main reading problems involve slowreading in L2 texts, lack of vocabulary size during reading in L2, and lack of content knowledgein L2 texts. Language proficiency is greatly contributed to L2 reading proficiency, to the extentin which the participants fell below the linguistic threshold. Pedagogical implications andlimitations are discussed.

Interpreting the Linkage among Reading Problems in L1 and L2, Strategy Use in L2 Reading, and L2 Proficiency

Yousun Shin 팬코리아영어교육학회(구 영남영어교육학회) 2017 영어교육연구 Vol.29 No.1

The paper examines the relationships among reading problems in L1 and L2, strategy use in L2 reading and L2 proficiency. The total of 126 university students participated in this study. Self-assessed survey items were used to measure reading proficiency in L1, Korean and L2, English. Then the Survey of Reading Strategy (SORS) was followed to measure the participants’ strategy use during their L2 academic reading. Some of the main reading problems involve slow reading in L2 texts, lack of vocabulary size during reading in L2, and lack of content knowledge in L2 texts. Language proficiency is greatly contributed to L2 reading proficiency, to the extent in which the participants fell below the linguistic threshold. Pedagogical implications and limitations are discussed. (120 words)

English Reading Anxiety and Proficiency of Korean College Students

( Young Ah Cho ) 대한영어영문학회 2023 영어영문학연구 Vol.49 No.2

This study investigates the latent factors underlying reading anxiety in English language classes and also measures the factors’ relationships to both language proficiency and reading competence, focusing on Korean college students. A total of 313 learners from a variety of majors were recruited for this study. Two main instruments were used: a background questionnaire and the English Language Reading Anxiety Scale (ELRAS). Exploratory factor analysis and the Pearson product-moment correlation were used to identify possible causes of reading anxiety and their correlations to language proficiency. The findings confirm a strong validity for the ELRAS instrument, and from the data extracted, six factors are shown to be anxiety-inducing: anxiety when reading English, difficulty using cognitive reading strategies, lack of interest towards English-speaking countries, English proficiency and reading confidence, English reading environments, and teaching methods used during reading lessons. This study also reveals significantly negative relationships between reading anxiety and language abilities, and reading competence. Based on the findings, practical teaching methodologies and recommendations for language classrooms are offered to help teachers better nurture their students’ reading development. (Gwangju University)

대학생들의 영어 읽기 불안과 읽기 성취도의 관계

김경철 ( Kim Kyong-chul ),박혜숙 ( Park Hyesook ) 대한영어영문학회 2014 영어영문학연구 Vol.40 No.4

The purpose of this study was to explore the effects of English reading anxiety on the process of English reading as a foreign language. For this end, the study attempted to solve the research questions regarding what factors constitute the English reading anxiety of Korean college students and what relationships are between the English reading anxiety factors and English learners' reading proficiency. The participants of this study were 366 Korean college students who were preparing for TOEIC test. Modified FLRAS(Foreign Language Reading Anxiety Scale) and the TOEIC R/C scores were used to collect data and the data was analyzed statistically through factor analysis, reliability analysis, one-way ANOVA and correlation analysis. Through factor analysis, four factor components were extracted: “general reading anxiety”, “self-confidence lack anxiety”, “lengthy text anxiety”, and “lexical/meaning anxiety.” The result of ANOVA analysis showed that there was a significant effect of reading anxiety on English reading proficiency, and the correlation analysis indicated that there was a significantly negative correlation between English reading anxiety and English reading proficiency, in particular, for the higher group of English reading proficiency. Based on the findings, some suggestions were given in the end. (Kunsan National University)

영어 읽기 전략이 대학생들의 영어 성취도에 미치는 영향 연구

조영아 ( Cho Young-ah ),최훈 ( Choi Hoon ) 대한영어영문학회 2012 영어영문학연구 Vol.38 No.1

The main purpose of the study is to investigate the effects of university students’ English reading strategies on English reading proficiency. Fifty nine university students who were enrolled in D university located in Chonnam province participated in this study. Two major instruments were utilized in the current study. First, the reading strategy survey adapted from Survey of Reading Strategies was conducted to the participants to measure frequency of reading strategies use. Second, TOEIC(Test of English for International Communication) scores were used to assess the participants’ English reading ability. The results of the study indicated that most participants used problem -solving strategies most frequently, while using support strategies least frequently in the three dependent variables (global, problem -solving and support strategies). In addition, the results showed that global strategies and support strategies which students used were significantly correlated with English reading proficiency. Global strategies had an effect on English reading proficiency, however, the higher support strategies were, the lower English reading proficiency was. It was concluded that the reading strategies affect the leaners’ English reading ability. And if they are given the awareness of adequate reading strategies use and strategical reading instruction after conducting the reading strategy survey, the leaners’ English proficiency will be improved and strengthened. (Chonnam National University·Dongshin University)

한국 EFL 대학생들의 독해 전략 사용에 관한 연구

김윤정 ( Kim Yoon-jung ) 글로벌영어교육학회(구 호남영어교육학회) 2020 Studies in English education Vol.25 No.3

This paper examines Korean EFL college students’ perception on reading and how it differs according to their reading proficiency. The paper also investigates the students’ use of reading strategies and how it differs depending on their English reading proficiency. In addition, the relationship between the students’ use of reading strategies and their reading proficiency is examined. The study also identifies the most significant reading strategy affecting the students’ English reading proficiency. A total of 91 university students participated in the research. The results showed that the participants perceived vocabulary as their weakest area of English and reading as their primary area for improvement. The results also revealed that problem solving strategies were the most frequently used strategies regardless of the participants’ reading proficiency. Global strategies were significantly correlated with the participants’ reading proficiency. The most significant factor affecting their English reading proficiency was found to be the use of strategy, ‘I have a purpose in mind when I read’. Some implications and limitations are discussed.

아동 영어 학습자의 읽기 동기와 읽기 숙달도의 관계

김보강,김정은 대한영어영문학회 2024 영어영문학연구 Vol.50 No.3

This study aims to identify key factors of Korean elementary school students’ reading motivation for a second/foreign language (L2), and assesses the effects of these factors on L2 reading proficiency. The participants consisted of 40 EFL elementary students in South Korea. They were assessed through a questionnaire measuring L2 reading motivation and their TOSEL standardized reading proficiency test. Principal factor analysis revealed seven components of reading motivation: instrumental, communication and information searching, reading habit, intrinsic, family attitudes toward reading, parental support, and integrative motivation. Regression analysis identified parental support as a significant predictor of students’ L2 reading proficiency, underscoring the crucial role of parental involvement in enhancing L2 reading skills. These findings offer valuable pedagogical insights, highlighting the multidimensional nature of L2 reading motivation and emphasizing the pivotal role of parental support in fostering L2 reading proficiency among child L2 learners.