Earticle

초록

영어

The empirical research was examined for a sample of 129 4th graders in an EFL environment in order to explore the fundamental elements impacting on second language (L2) reading comprehension and their structural relationship to L2 reading comprehension. The materials used for the current study were (1) a questionnaire on L2 reading comprehension, (2) L2 productive/receptive vocabulary test and (3) L2 reading comprehension test, adopted from Woodcock-Johnson Ⅲ Diagnostic Reading Battery (Woodcock, Mather, and Schrank 2004). First, four factors on L2 reading comprehension were unveiled: L2 reading comprehension learning strategy, first language (L1) proficiency, parents’ interest on their children's English learning, and extra-curricular activities. Those factors are strongly associated with L2 vocabulary and L2 reading comprehension. Second, L2 productive/receptive vocabulary were significant indicators of successful L2 reading comprehension. Finally, L2 vocabulary knowledge contributed a significant amount of unique variance to L2 reading comprehension based on the structural equation modeling (SEM). These findings are steadily aligned with the Lexical Quality Hypothesis in which L2 vocabulary knowledge is assumed to be a critical determinant of L2 reading comprehension (LQH: Perfetti & Hart, 2001).

목차

I. 서론
 II. 이론적 배경과 선행 연구
 III. 연구방법과 절차
  1. 연구 대상
  2. 실험 도구 및 절차
 IV. 연구 결과
  1. L2 읽기능력
  2. L2 어휘력
  3. L2 읽기능력의 요인
  4. L2 읽기능력의 예측요인
  5. L2 읽기능력 요인과 L2 읽기능력의 구조적 관계
 V. 결론
 인용문헌
 부록
 Abstract

키워드

저자

• 백승현 [ Seunghyun Baek | Chonnam National University ] 제1저자
• 지문건 [ Moongun Ji | Chonnam National University ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820