Earticle

초록

영어

Any attempt to explain L2 reading comprehension entails a profound understanding of a reading process in which multiple factors interact with one another. This study investigated the structural relationships among factors affecting L2 reading comprehension development of 318 Korean EFL middle school students. Students’ L1 reading ability, L2 listening skills, L2 vocabulary knowledge, and L2 reading ability were assessed. The relative contribution of these factors to L2 reading performance was analyzed by the structural equation modeling (SEM) analysis. The study results showed that the students’ L2 vocabulary knowledge was the strongest direct predictor of their L2 reading comprehension and followed by L2 listening skills. However, L1 reading ability showed a nonsignificant relation to L2 reading comprehension, while L1 reading was positively related to L2 reading through a mediating role of L2 listening skills. These results provided empirical evidence for the effects of a threshold level of L2 proficiency on L2 reading performance. The pedagogical implications of the findings in relation to teaching EFL reading were suggested.

목차

I. Introduction
 II. Theoretical Background
  1. Relations of L2 Vocabulary to L2 Reading Comprehension
  2. Relations of L2 Listening Skills to L2 Reading Comprehension
  3. Relations of L1 Reading Ability to L2 Reading Comprehension
 III. Research Design
  1. Participants
  2. Instrument
  3. Procedures
  4. Data Analyses
 IV. Results and Discussion
  1. Descriptive Statistics and Correlations
  2. SEM Analysis for L2 Reading Achievement
 V. Conclusion
 Works Cited
 Abstract

키워드

저자

• Kim, Kyung Ja [ 김경자 | Chosun University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810