Earticle

초록

영어

This study provides a foundational basis for developing a Korean reading strategy module by qualitatively exploring proficiency-based reading challenges and educational needs. In-depth interviews were conducted with fifteen foreign learners, and the collected data were qualitatively analyzed. The findings are as follows: First, beginners experienced anxiety due to limited linguistic knowledge and text length, primarily using decoding-oriented, bottom-up strategies like repeated reading. They required strategies for keyword identification and prediction. Second, intermediate learners faced vocabulary burdens and time constraints from increased text complexity, expressing a need for explicit instruction on summarizing and speed adjustment. Third, advanced learners struggled with high vocabulary density and evaluative anxiety. They utilized contextual inference and metacognitive strategies, calling for systematic high-level self-regulation, such as strategic skipping and goal setting. These results suggest that Korean reading strategy education should follow a hierarchical structure. Consequently, the curriculum should prioritize decoding and affective support for beginners, information processing efficiency for intermediate learners, and self-regulation for advanced learners. By providing qualitative evidence that complements prior quantitative research, this study establishes a practical foundation for learner-centered reading modules.

목차

Abstract
1. 서론
2. 연구 방법
2.1. 연구 대상
2.2. 분석 도구 및 절차
3. 연구 결과 및 논의
3.1. 한국어 초급 학습자
3.2. 중급 학습자
3.3. 고급 학습자
4. 결론
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키워드

외국어로서의 한국어 교육 한국어 읽기 전략 심층 인터뷰 질적 연구 읽기 전략 교수-학습 모듈 기반 연구 한국어 학습자 요구 분석 Korean as a Foreign Language (KFL) Reading Strategies Needs Analysis Qualitative Research Proficiency Levels Reading Strategy Module

저자

• 이은진 [ Eunjin Lee | 부산대학교/교수 ] 제1저자
• 조희경 [ Heegyeong Jo | 국립부경대학교/강사 ] 공동저자

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