Earticle

초록

영어

This study is an intervention study that observed Korean university students’ reading performance after the explicit reading strategy instruction. Total nine university students participated in this study. After a three-week explicit reading strategy instruction, students were asked to express their reading comprehension processes with a think-aloud protocol and a retelling task. After that, personal interviews were also conducted individually. The result showed that the explicit reading strategy instruction influenced all participants’ reading performance positively. More specifically, the students from the higher proficiency level used reading strategies they’ve learned more actively and appropriately than the students from the other levels. Intermediate and lower level students tried to use reading strategies they’ve learned during the strategy instruction, but not always successfully. In the future, a longitudinal study and a quantitative study with a large pool of subjects should be conducted to verify more tangible effects of reading strategy instruction for EFL students. Implications are also provided.

목차

Abstract
 1. Introduction
 2. Literature Review
  2.1. Strategy Use and L2 Reading Comprehension
  2.2. L2 Reading Strategy Instruction
  2.3. Theoretical Framework
 3. Methodology
  3.1. Participants and Context of the Study
  3.2. Explicit Reading Strategy Instruction
  3.3. Instruments and the Procedure of the Study
  3.4. Data Analysis
 4. Findings and Discussion
  4.1. Think-alouds and Retellings
  4.2. Personal Interviews
 5. Conclusions and Implications
 Reference
 Appendix A

키워드

제 2언어 독해지문의 이해 전략적 독해 수업 초인지적 전략 인지적 전략 지지적 전략 인지적 습득이론 L2 reading comprehension reading strategy instruction metacognitive strategy cognitive strategy supportive strategy cognitive learning theory

저자

• Ha Young Lee [ Dong-A university ]

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