EFL 중학생들의 영어 읽기와 정의적 요인과의 상관관계

Abstract

English learners in Korea in an EFL environment where there is limited exposure to native English speakers. However proficient reading ability seems to be a fundamental step to become a fluent English speaker, especially in the EFL educational context. The important reading methods to play in helping the learner develop fluency are intensive and extensive reading approaches. The intensive reading helps students attain a greater understanding when reading passages. In contrast, extensive reading has been proven effects for developing L2 reading ability and benefits for various aspects of language learning. The purpose of this study is to examine affective factors of an extensive reading and intensive reading of middle school students. Major affective factors such as interest, confidence, attitude, and motivation of an extensive and intensive reading were included. The survey questionnaire was given to 166 boy and girl middle school students, who have been experienced extensive reading and/or intensive reading. It was prepared based on the previous research. The result of the survey was analyzed by descriptive statistics. The results of the study were as follow: Most middle school students responded that English reading is lower the burden than any other ability; writing, listening, speaking. In the affective factors of the students on English reading, confidence, attitude, motivation are statistically higher than 3.0 of a median score. However, interest is lower than 3.0 of a median score. The relationships among the affective factors were examined. All correlations were positive and statistically significant at the .05 level or better. At last, English reading interest and confidence of an extensive reading group were statistically higher than those of an intensive reading group and English reading attitude and motivation of an extensive reading group were lower than those of an intensive reading group. Both intensive and extensive reading are necessary preparation for students.