Metacognitive Awareness of Reading Strategies among a Korean College Students

• 발행기관: 한국영어어문교육학회
• 저자명: Hyeson Park
• 간행물 정보: 『영어어문교육』영어어문교육 제19권 제2호, 155~172쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2013.06.30

영문 초록

This paper explores Korean EFL college students' metacognitive awareness of reading strategies in reference to factors that may facilitate strategy use, such as L2 proficiency, L1 reading experience and academic L2 reading experience. A survey questionnaire adapted from the Survey of Reading Strategies (Mokhtari & Sheorey, 2002) with three subscales (i .e. global reading, problem solving, and support reading strategies) was administered to 96 students, 50 upper-class English majors and 46 freshmen. The data analysis revealed the following: 1) The students' overall strategy use was at the upper moderate frequency level, concurring with the results of previous studies in L2 reading (Kweon, 2009; Malcolm, 2009; Zhang & Wu, 2009). 2) Of the three variables, the extent of L1 reading experience had main effects on the use of the overall strategies, the global reading and the support reading strategies, with L2 proficiency exerting a limited effect. 3) L1 translation was a strategy favored by the students with low L2 proficiency but extensive L1 reading experience. The reliance on L1 as the medium of cognitive processes was obvious among the upper-class students, possibly due to their positive experience of utilizing L1 as the language of thought in dealing with academic texts.

목차

Ⅰ. INTRODUCTION

Ⅱ. PREVIOUS RESEARCH

Ⅲ. METHODS

Ⅳ. RESULTS AND DISCUSSION

Ⅴ. SUMMARY AND CONCLUSION

REFERENCES

키워드

metacognitve awareness L2 reading strategies L2 proficiency L1 reading