Effects of Text, Task, and L2 Reading Ability on English Reading Strategy Use

• 영문명: Effects of Text, Task, and L2 Reading Ability on English Reading Strategy Use
• 발행기관: 한국외국어교육학회
• 저자명: Eun-Sil Chun(전은실)
• 간행물 정보: 『Foreign Languages Education』Vol.13 No.3, 23~50쪽, 전체 28쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2006.09.01

영문 초록

  The study investigated the effects of text, task, and L2 reading ability on Korean college students’ English reading strategy use. The participants performed Word Translation, Theme Summarization, and Question Generation tasks while reading either narrative or expository passages. The strategy use was examined through a questionnaire and thinkaloud protocols. When investigated by the questionnaire, the students’ strategy use patterns were not very different between the two text type groups and between the two L2 reading ability groups. The task type seemed to affect the strategy use to some degree, but the difference was not extensive. Overall, a few particular strategies were used very often regardless of the text type, the task type and L2 reading ability. The results of the verbal protocols suggested that the task types affected the strategy use to some degree, but the influence was limited as was shown in the results of the questionnaire. Based on the findings of the study, pedagogical implications were presented.

목차

영어 초록
Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Methodology
Ⅳ. Results and Discussion
Ⅴ. Conclusion
References
Appendix
저자소개

키워드

L2 reading comprehension reading strategy/text task 제2언어 독해 읽기 전략 텍스트 과업