L1 읽기와 L2 읽기의 관계: 어휘와 문법을 중심으로

Abstract

ABSTRACT

Examining the Relationship Between L1 Reading and L2 Reading: Focusing on Vocabulary and Grammar

Ha Neul Park Advisor: Kyung Ja Kim, Ph.D. Major in English Language Education Graduate School of Education, Chosun University

The aim of the study was to examine the relationship between L1 reading and L2 reading focusing on vocabulary and grammar knowledge. A total of 21 Korean EFL college students participated in the study. L1 reading comprehension, L2 vocabulary knowledge, L2 grammar knowledge, and L2 reading comprehension were measured according to the KBS Korean Language Test and TOEIC. The collected data were analyzed using descriptive statistics(means, frequency, standard deviations, standard score) and correlations. The study results were as follow: (1) the relationship between L1 reading comprehension and L2 vocabulary knowledge was statistically significant(r=.581); (2) the relationship between L1 reading comprehension and L2 grammar knowledge was also statistically meaningful(r=.585); and the correlations of L1 reading comprehension and L2 reading comprehension was .685. The significant relationship between L1 reading comprehension and L2 reading comprehension implied that L1 reading skills may be transferred to L2 reading skills. The findings of the study confirmed that learners’ L1 reading comprehension played a certain role in L2 vocabulary-grammar knowledge and L2 reading comprehension. The result also supported Linguistic Interdependence Hypothesis(Cummins, 1981) which is L1 knowledge can be positively transferred during the process of L2 acquisition. Based on the study results, several teaching implications were suggested to help teachers develop a well-balanced lesson plans between L1 reading and L2 reading.