Earticle

초록

영어

This paper aims at exploring the differences of metacognitive awareness of reading strategy use among gifted learners in science, mathematics, and general middle school learners while reading English textbooks. In order to do so, 94 gifted leaners in science and mathematics, 90 middle school students in A city participated in this study. At the end of the semester, the participants were asked to read the English materials for 30 minutes. The MARSI questionnaire were administered to check the metacognitive awareness of reading strategy they used while reading the materials. One-way ANOVA was employed to analyze the data. The study found that gifted learners in science and in mathematics had tendency to use more metacognitive awareness of reading strategy than general middle school students while reading the English texts. Also, the gifted learners are more likely to employ sub-categories of metacognitive awareness of reading strategy such as global, problem-solving, and supporting strategies than general ones. Lastly, it was found that there were no statistically significant differences of metacognitive awareneess of reading strategy use between the gifted learners in science and ones in mathematics. This study suggests educational implications on the effective instruction of metacognitive awareness of reading strategy for English reading.

목차

Abstract
I. 서론
II. 이론적 배경 및 선행연구
2.1 메타인지와 영재학생의 읽기 능력
2.2 메타인지 읽기전략과 관련 연구들
III. 연구방법
3.1 연구대상
3.2 연구 도구 및 절차
IV. 연구 결과
4.1 총체적, 문제해결, 지원 전략
4.2 개별 총체적 전략 사용 차이
4.3 개별 문제해결 전략 사용 차이
4.4 개별 지원 전략 사용 차이
V. 논의 및 결론
Works Cited

키워드

저자

• 방준 [ Bang, Jyun | 부산광역시영재교육진흥원 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820