Earticle

초록

영어

This study investigated the relationships between meta-cognitive strategies and second language (L2) knowledge on L2 reading ability and analyzed the role of meta-cognitive strategies as ‘self-regulatory mechanism’. A total of 108 third-year middle school students participated in this study, and their meta-cognitive (global, problem-solving, support reading) strategies, L2 knowledge (vocabulary and grammar), and L2 reading ability were analyzed. The results shows that support strategies, problem-solving strategies, and L2 vocabulary knowledge significantly influenced the L2 reading ability in the entire participant group. However, there were differences between the two level groups (higher and lower): In the higher group, support reading strategies had a significant effect on L2 reading, while in the lower group, there were no significant variables, and the higher the support and problem-solving strategies were, the lower the L2 reading ability was. In conclusion, meta-cognitive strategies are an important knowledge resource for L2 reading. Therefore, to promote self-regulated L2 learning ability in middle school, it is necessary to repeat training for automatic use of meta-cognitive strategies based on cognitive knowledge resources necessary for successful L2 reading.

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
A. 읽기에서의 상위인지
B. 상위인지 전략과 L2 읽기
C. 중학교 학습자의 자기조절기제의 특징
Ⅲ. 연구 방법
A. 연구 대상
B. 연구 도구
C. 자료 분석
Ⅳ. 결과 및 논의
A. 기술통계 및 신뢰도
B. L2 읽기에 대한 L2 언어 지식과 상위인지 전략의 영향
C. L2 읽기에 대한 두 독립변수의 하위요인의 영향
Ⅴ. 결론
인용문헌
부록
Abstract

키워드

저자

• 정소영 [ So Young Jeong | 광주대학교 초빙교수 ] 주저자
• 엄철주 [ Chul Joo Uhm | 전남대학교 교수 ] 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