The Latent Structure L2 Literacy Ability and Intercultural Sensitivity of Korean EFL Students

• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: Ji-Yong Bae
• 간행물 정보: 『영어교육연구』제24권 4호, 1~24쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2012.12.31

영문 초록

This study explored L2 literacy ability and intercultural sensitivity of Korean late elementary to early middle school students learning English as a foreign language. This study investigated the latent variable structure of L2 literacy abilities, including fluency, vocabulary, reading comprehension, and writing abilities, and intercultural sensitivity which involves interaction engagement, respect for cultural differences, interaction confidence, interaction enjoyment, and interaction attentiveness. The present study employed a non-experimental, correlational design. One hundred twenty-two 5^th and 6^th grade elementary students and one hundred forty 7^th and 8^th graders in middle school in Korea participated in this study. The results of confirmatory factor analysis indicated one measurement model of L2 general literacy ability and intercultural sensitivity; these two latent factors are correlated with each other. In addition, four indicators of literacy ability (fluency, vocabulary, reading comprehension, and writing) were strong predictors of L2 learners’ literacy achievement. Likewise, four indicators (interaction engagement, respect for cultural differences, interaction confidence, and interaction attentiveness) were highly correlated to intercultural sensitivity, but interaction enjoyment was not correlated to intercultural sensitivity. Therefore, interaction enjoyment was removed from the measurement model of literacy and intercultural sensitivity.

목차

Ⅰ. INTRODUCTION

Ⅱ. REVIEW OF THE LITERATURE

Ⅲ. METHODOLOGY

Ⅳ. RESULTS

Ⅴ. DISCUSSIONS

REFERENCES

키워드

intercultural sensitivity L2 literacy development