독해 전략 사용과 독해숙달도와의 관계 연구

Abstract

The purpose of this study is to investigate 1) what the reading strategies are reported by students while reading and taking reading comprehension tests, 2) the differences in reading comprehension among 3 groups divided by the degree of reading strategy used, 3) the differences in reading strategy used among the 3 groups divided by the reading comprehension, and finally 4) the relationship between reading comprehension and reading strategy used. The subject for this study are 59 boys' high school students. Strategy use was assessed through the Anderson's reading strategies and English reading comprehension ability was determined by the preliminary Korean Scholastic Aptitude Test administered nationwide by Seoul Metropolitan Office of Education on September 16, 2004. The result of this study showed 1) the students used 'No 2. recognizes loss of concentration', 'No 3. states failure to understand a portion of the text', 'No 10. refers to the previous passage', 'No 19. paraphrases' and 'No 28. acknowledges lack of background knowledge' strategies most frequently. 2) There was significant difference in reading comprehension among the 3 groups divided by the degree of Supervising strategy use (F(2,56)=6.678, p<.05), but no significant difference in reading comprehension by the other 3 strategies used: Paraphrasing strategy (F(2,56)=1.777, p>.05), Support/Establishing coherence (F(2,56)=2.429, p>.05) and Test-taking strategy use (F(2,56)=0.657, p>.05). 3) There were significant differences in Supervising (F(2,56)=5.311, p<.05) and Support / Establishing coherence strategy use (F(2,56)=6.925, p<.05) among the 3 groups divided by reading comprehension but no significant difference in the other 2 strategy used: Paraphrasing (F(2,56)=1.448, p>.05) and Test-taking strategy use (F(2,56)=0.642, p>.05) 4). There was interaction between the levels of reading comprehension and reading strategy use in Supervising (x²=10.670, p<.05) and Support / Establishing coherence strategy (x²=10.892, p<.05) but no interaction in the other 2 strategies: Paraphrasing (x²=2.389, p>.05) and Test-taking strategy (x²=2.312, p>.05). According to the results above, we can not always say that the use of reading strategy will influence the reading proficiency nor the reading proficiency will influence the use of the reading strategy. Thus, teachers should emphasize the time, the reason and the way to use these strategies as well as which strategies to use in the classroom. We should also research more about learners' variables.