Earticle

본고에서는 7차 교육과정과 2007 개정 교육과정을 대상으로 하여 읽기 지식과 읽기 기능이 교육내용으로 선정되어 온 양상을 살피고 시사점을 간추렸다. 7차 교육과정에서 선정된 읽기 지식은 읽기 현상 자체를 설명하는 지식이 대부분이었다. 2007 개정 교육과정에서는 대체적으로 읽기 실행에 직접 쓰이는 지식이 선정되었다. 그리고 2007 개정 교육과정에서 선정된 읽기지식은 텍스트 관련 지식이 많다는 특징도 있었다. 그런데 텍스트 일반적인 지식이 다소 부족하게 선정된 경향이 있었다. 향후 교육과정 개발에서 읽기 지식을 교육내용으로 선정하고자 할 때, 텍스트 관련 지식이 비중 있게 고려되어야 할 것과 그런 지식 중에 일정 부분은 텍스트 일반적 지식으로 구성되는 것이 바람직하다는 시사점을 얻었다. 특별히 2007 개정 교육과정에서 매체 특성에 관련된 지식이 읽기 교육내용으로 선정되어 있었다. 매체 환경의 발전을 고려하고 매체 읽기와 일반 읽기의 상호 영향 관계를 종합해 볼 때 향후에도 읽기 지식에 매체 관련 지식을 포함할 필요가 있다는 점을 시사 받을 수 있었다. 읽기 기능을 교육내용으로 설정할 때는 기능 독립형과 텍스트 중심형으로 접근할 수 있음을 살펴보았다. 7차 교육과정에서는 읽기 기능이 기능 독립형으로 설정되었다. 그리고 사실적 독해 기능, 추론적 독해 기능, 비판적 독해 기능이 잘 안배되었고, 선정된 읽기 기능은 대표성과 중요성이 있는 것이었다. 2007 개정 교육과정에서는 읽기 기능이 텍스트 중심형으로 설정되었다. 2007 개정 교육과정에서는 읽기 기능이 추론적 독해 기능과 비판적 독해 기능에 절대적으로 편중되어 있었다. 그리고 학년별로도 읽기 기능 안배되지 못했다. 범주별로는 대체로 중요하고 유의한 기능이 선정되었다. 그러나 특정 내용이 특정 의도나 체계적인 계획의 뒷받침 없이 산발적으로 중복되어 나타나는 면도 있었다. 이를 통해 텍스트 중심형으로 읽기 교육내용을 설정하려면 읽기 기능의 안배가 고려되어야 하고 학년별로 내용 확인, 추론, 감상, 평가에 해당하는 읽기 기능이 모두 선정되어야 하며 특정 범주나 특정 내용에 편중되지 않도록 주의함을 시사 받았다.

In order to suggest a direction of contents development in reading curriculum, the aspect of content selection was studied by analysing the 7th Korean Language Curriculum and the 2007 Revised Korean Language Curriculum. Most of the contents about reading knowledge in 7th Korean Language Curriculum had the nature of explaining a reading itself. But in the 2007 Revised Korean Language Curriculum there are many contents about reading knowledge to be directly used when read a text and related to the text. Considering these aspects, the contents of reading knowledge should be selected things related text. In the 7th Korean Language Curriculum, reading skills as a content presented by the form consisted of only skill and selected the one out of literal comprehension skills, inferential comprehension skills, and critical comprehension skills. In the 2007 Revised Korean Language Curriculum, reading skills as a content presented by the form considered text types and disproportionately chose the one from inferential comprehension skills and critical comprehension skills. Therefore, it has need to proportionally choose the reading skill among literal comprehension skills, inferential comprehension skills, critical comprehension skills, and appreciational comprehension skills. And the contents by grades need to be composed of the four types of reading skills.

Despite the growing body of research evidence validating the Simple View of Reading (SVR) which highlights decoding and listening comprehension abilities as the prominent contributors of reading comprehension, there have been concerns regarding the need to augment it to consider other relevant variables. For advanced readers whose decoding skills are fully developed, an alternate code-related skill such as reading fluency needs to be considered. This is especially pertinent for second language readers whose phonics skills tend to be superior to their language abilities. Another concern has not only been with the need to consider vocabulary knowledge as an independent predictor, but also with the need to discern the contribution of both quantity and quality of vocabulary knowledge. Although there have been numerous studies showing the significant relationship between reading comprehension and both vocabulary breadth and depth, these have been rarely looked at discretely in the SVR framework. This study investigated the relative contribution of vocabulary breadth, vocabulary depth, and reading fluency to secondary Korean EFL learners’ reading comprehension within an augmented SVR model. The findings indicated that although all of the considered predictors were significantly related to their reading comprehension, only listening comprehension and vocabulary depth demonstrated significant unique contribution.

A study was conducted to investigate the levels of representation in memory constructed as an outcome of L2 reading comprehension, and the effects of L2 proficiency, prior knowledge, and L1 reading skills on the construction of the representation. A total number of 128 Korean EFL learners participated in the study. Their L2 reading comprehension was tested through verification measure and comprehension questions designed to assess different levels of understanding including the sentence-level, textbase understanding and the situation model, or the deeper level of understanding of what the text is about. Results showed that the representation the L2 readers constructed was characterized as consisting of rather loose textbase understanding and relatively weak, but varying degrees of, situational understanding. Only L2 proficiency, among the three factors, appeared to have a significant effect on the levels of understanding in the representation the L2 readers constructed.

Although numerous studies have identified the potential relations reading comprehension abilities, vocabulary knowledge, and different language constructs may have with one’s writing competence, not much research exists on the specific roles played by these language- and literacy-related constructs in explaining one’s writing performance in an integrative manner, especially in the cases of second and foreign language learners. This study therefore aims to investigate the relative predictability of reading comprehension and vocabulary knowledge for advanced Korean EFL learner’s writing performance measured both for its form and content qualities, while their English proficiency was taken into consideration. The findings indicate that reading comprehension abilities, vocabulary knowledge, and general English proficiency all had a significant relationship with advanced Korean EFL learners’ structural and linguistic aspects of writing performances. Between reading comprehension abilities and vocabulary knowledge, reading comprehension had a relatively stronger predictability for their writing performance, while vocabulary knowledge only demonstrated indirect effects on writing performances through reading comprehension. The findings from this study have pivotal pedagogical implications for language and literacy instruction in Korean EFL contexts.

The present study explores the effect of topic interest and knowledge on comprehension and their relationship in L2 reading. Given this issue has been studied almost exclusively with fluent L1 readers, it seems necessary to investigate the applicability of the findings from previous studies to L2 reading. In order to enhance the generalizability, the present study employed multiple texts and tasks. The subjects were 126 Korean adult EFL learners representing various academic backgrounds and wide range of English proficiency. Results showed that the effect of knowledge and interest on L2 reading comprehension varied greatly depending on task type, suggesting that any conclusion drawn about the effect of prior knowledge or interest on reading comprehension could be biased depending on the task used to assess the construct. In addition, knowledge of topic vocabulary was the most stable factor of reading comprehension regardless of text structure or measure of reading comprehension. The association between topic interest and topic knowledge proved very weak in general unlike in L1 reading, not supporting schema-theoretic views about the effect of topic interest and its relationship with topic knowledge. More results and discussions are presented along with the statement of limitations and implications both theoretical and practical.

The purpose of the study aims to examine the roles of vocabulary and syntactical knowledge on L2 reading comprehension when learners' English proficiency levels were concerned. More specifically, the study investigates to what extent vocabulary and syntactic knowledge contributes to L2 reading comprehension regardless of learners' proficiency levels and whether lexical and syntactic knowledge makes differential contributions to L2 reading comprehension depending on learners' proficiency levels. To this end, 337(male: 153, female: 183) students attending two universities in Korea participated in this study. The participants took the tests in the same order: (1) a vocabulary levels test; (2) a vocabulary test; (3) a grammar test 1; (4) a grammar test 2; (5) a reading comprehension test; and (6) a recall task. A series of multiple regression analyses were conducted with SPSS 18.0 to mainly examine the research questions that set up. The results demonstrate that syntactic knowledge plays a stronger role than lexical knowledge regardless of the reading tasks. In addition, the study found that lexical and grammatical knowledge makes differential contributions in accordance with the participants’ proficiency levels. That is, grammatical knowledge, particularly grammar test 1, was shown to be a stronger predictor for high and intermediate proficient groups in performing both reading tasks. On the contrary, lexical knowledge was a stronger predictor for low proficient level students in both reading tasks. Implications are also discussed.

Research supports extensive reading (ER), which draws on incidental learning, as a primary tool for second/foreign language vocabulary knowledge development. However, while it is deemed useful for vocabulary learning, the claim that ER on its own is sufficient for learners to experience significant lexical gains has been challenged. Instead, a more fitting measure appears to be a combination of incidental and intentional vocabulary learning, with ER followed by explicit vocabulary study. Given the issue of Malaysian tertiary students lacking English vocabulary knowledge, this quasi-experimental study implemented a method incorporating ER using graded readers and explicit vocabulary study (READ+) to observe its effectiveness for receptive and productive vocabulary knowledge development, as compared against another method (READ) in which only ER was utilised. The study was conducted in a Malaysian public university employing two groups of participants. Each group comprised 14 Malaysian undergraduates of the MUET Band 1 to Band 3 cohort undergoing a preparatory English language course at the university. Pre-, post- and delayed post-testings were carried out using the Vocabulary Knowledge Scale. Results from statistical analyses indicate that the READ+ group performed significantly better than the READ group for both receptive and productive vocabulary knowledge recall and retention.

This study explores whether the presence of phrasal verbs in reading texts affects the reading recalls of EFL learners, and whether having a large vocabulary size assists learners’ reading recall of a text with frequent occurring of phrasal verbs. Forty-five university students from North Taiwan were invited to participate in the present study. Three major instruments were used: the Vocabulary Levels Test, two reading passages, and a reading recall measure. The study was conducted over two consecutive weeks, with these three instruments of data collection implemented separately. Results indicated that the occurrence of phrasal verbs significantly hindered readers’ recall of the proposition units containing phrasal verbs, while it did not impact the recall of those units not containing phrasal verbs. This study’s second line of inquiry revealed that having increased vocabulary size did not guarantee higher competence as regards coping with phrasal verbs in reading. These findings were further extended to provide some pedagogical recommendations regarding the teaching of phrasal verbs in EFL contexts.

This study attempted to investigate the relative contribution of vocabulary and grammatical knowledge to second language reading comprehension ability. With 44 EFL adult learners whose language proficiency fell within the low-intermediate level, three different measures were conducted: vocabulary and grammatical knowledge were measured by researcher-developed tests and L2 reading comprehension was measured using the reading section of the TOEIC test. In order to examine the two predicting variables (i.e., vocabulary and grammatical knowledge) a multiple regression analysis was performed. The study found that both grammatical and vocabulary knowledge related significantly to L2 reading comprehension. Additionally, vocabulary knowledge showed a slightly stronger contribution to reading comprehension than syntactic knowledge. These findings suggest that it is equally important for lower level readers to understand vocabulary as well as basic syntactic rules and structures when it comes to EFL reading comprehension.

영미권 학계에서 무용학이 하나의 학문으로 자리를 잡게 된 1980년대 후반과 1990년대, 문화연구에서 차용된 학제간의 방법론은 무용학내에서 지배적인 역할을 하며, 학자들로 하여금‘춤’ 그리고 ‘춤추는/움직이는 몸’의 역할과 가치를 통해 사회학, 정치학 그리고 미학의 학문적경계선을 가로지르는 다양하고 유익한 담론들을 구성하도록 하였다. 그러나 최근 이러한 이론적 학제간의 연구는 무용학의 부담으로 작용되기도 하며, 종종 학제간과 장르-중심의 방법론의조화에 대한 중요성이 간과되고, 춤과 몸이라는 무용학의 핵심개념에 대한 세심한 논의를 상실하는 경향을 초래하기도 하였다. 따라서, 본 연구는 춤과 몸이라는 개념에 집중하여, 이러한담론을 구성하는 세가지 주요 연구들 즉, 자넷 렌즈데일, 수잔 리 포스터, 그리고 Body-Mind Centering®(BMC)을 중심으로 각 연구들이 어떻게 서로 상이하면서도 연관된 ‘춤’과 ‘춤추는/ 움직이는 몸’에 대한 견해를 제시하고 있는지를 분석한다. 이를 위해 본 연구는 다음과 같이 세가지 주요 개념을 식별하여 탐구한다. 첫째는 렌즈데일이바라보는 공연작품으로서의 ‘춤’이고; 둘째는 포스터가 제시하는 공연행위로서의 ‘춤추기’와그 안에 포함된 활발한 에이전시(agency)를 지닌 ‘춤추는 몸들’이며, 그리고 세번째는 심신의연결성과 그 사이의 상호작용을 강조하는 BMC를 통해 제기되는 ‘마음을 담아 움직이는 몸들’이다. 이러한 개념에 대한 비교분석을 통해 본 연구는 어떻게 각 담론이 춤과 몸을 서로 다른 방식으로사고나 정신적 측면에 연결지어 인식하는지를 제시하며, 춤과 몸이 광범위한 사고, 사회적으로좌우되는 지식, 그리고 인간의 지혜를 형성하는데 적극적인 역할을 하고 있음을 드러낸다. 따라서, 본 연구는 춤과 몸이 만들어내는 다양한 지식의 형태들을 그려내며, 이러한 연구들이 (의도적이든의도적이지 않든) 서양에서 오랜기간 유지되어온 몸과 마음의 이분법에 지속적으로 도전하며몸과 마음의 관계를 재정립하는 새로운 담론을 형성하고 있었음을 강조한다.

Since the rise of ‘dance studies’ as an academic discipline in Anglo-American dance scholarship in the late 1980s and 1990s, interdisciplinary methodologies borrowed from cultural studies have been dominating the field, generating valuable research that places central focus on the role and value of dance and/or dancing/moving bodies in ways that transcend and traverse the disciplinary boundaries between sociology, politics, and aesthetics. In more recent years, however, such theoretical interdisciplinarity itself has, to some extent, become a burden for dance scholarship, at times distracting researchers from focusing on the core concepts, viz. dance and the body, and at the cost of a balanced adoption of interdisciplinary and medium-specific methods. Accordingly, this paper focuses explicitly on these concepts, selecting three key studies on the themes of dance and the body–in particular, the works of Janet Lansdale, Susan Leigh Foster and Body-Mind Centering®(BMC)–to reveal how each exhibits different yet somehow interlinked interpretations of dance and dancing/moving bodies. To this end, the paper examines three key concepts: (1) Lansdale’s understanding of ‘dance’ as a performance piece; (2) Foster’s concept of ‘dancing’ and ‘dancing bodies’ as a performing act involving active agency; and (3) BMC’s idea of ‘mindfully moving bodies’, which highlights the interconnectedness of and interactions between body and mind. Through comparative evaluation, the paper demonstrates the distinct ways in which each discourse perceives dance and the body in relation to processes of thought and mind, revealing how dance and/or the body play an active role in shaping discursive thought, socially contingent knowledge, and human wisdom. In doing so, the paper reveals the diverse forms of knowledge that dance and the body bring out, in the process highlighting the enduring effort (intentional or unintentional) to construct renewed discourses and disciplines that challenge the long-standing western dichotomy between body and mind.

This study investigates the role of phonological knowledge in the reading development of learners and clarifies the relationships among phonological awareness (PA), prosodic skills (PS) and reading comprehension (RC). Sixteen English as a second language (ESL) lower achievers from a Hong Kong secondary school participated in the study. Three types of related measures (PA, PS and RC) were conducted. A passage was read aloud and an acoustic analysis was conducted. The results showed that the correct rate of RC was 38.16 %. Among the PA subtasks, rhyme detection was the easiest task, followed by alliteration detection, syllable segmentation, and non-word reading. In the PS subtasks, phrasal rhythm was the easiest task, followed by intonation sensitivity, and word stress tasks. The tasks that correlated highest with RC were non-word reading and word stress tasks, suggesting that these two indicators played a major role in RC. Amongst all of the tasks, rhythm detection and syllable segmentation, and phrasal rhythm and word stress were significantly and positively correlated. Detailed information about the participants’ responses and strategies on non-word reading, word stress, and intonation sensitivity tasks was described. Acoustic analyses of speed, pause and intonation were made, measured and calculated.

Recent studies show that the influence of metacognitive knowledge on the second language reading increased with the increasing vocabulary knowledge. However, the relationship among metacognitive knowledge, language knowledge and EFL reading still needs to be further clarified. How does vocabulary knowledge make an independent contribution to L2 reading? How does it moderate the effect of metacognitive knowledge on L2 reading? This study assesses the roles of metacognitive knowledge and vocabulary size in EFL academic reading based on Chinese tertiary EFL learners. The participants include 548 non-English major sophomore students in mainland China. The instruments include a questionnaire on the metacognitive knowledge of EFL reading comprehension, Vocabulary Levels Test (Nation, 1990) and an EFL reading comprehension test. The findings reveal that Chinese tertiary EFL readers only approach 3,000-word level. Vocabulary size does not only exert direct influences on EFL reading comprehension ability, but also plays a significant moderating role in regulating the effect of metacognitive knowledge on EFL reading comprehension ability. When the vocabulary size reaches above the threshold of 3,000 words, metacognitive knowledge plays an increasing role in EFL reading comprehension ability. The theoretical and educational contributions of these findings for L2 academic reading are discussed.

The present study aims to explore the direct and indirect contribution of L1 and L2 derivational morphological awareness of Korean EFL high school and university students to their reading comprehension in L2 through the mediation of L2 vocabulary knowledge by using structural equation modeling analysis. Eighty-five high school and eighty-two university students were assessed on their Korean L1 and English L2 derivational morphological awareness and English L2 reading comprehension and vocabulary knowledge. The results of the study present a significant direct contribution of L2 derivational morphological awareness and L2 vocabulary knowledge to L2 reading comprehension. The contribution of L2 derivational morphological awareness appeared larger than L2 vocabulary knowledge, which suggests a relatively more important role of the former than the latter in L2 reading comprehension. They also reveal a significant indirect contribution of L1 derivational morphological awareness via L2 derivational morphological awareness to L2 reading comprehension but not that of L2 derivational morphological awareness via L2 vocabulary knowledge. Findings from the study suggest potential benefits of cross-linguistic transfer of derivational morphological knowledge as well as of L2 derivational morphology intervention in L2 reading development.

This paper investigates the use of reading strategies and analyzes the reading behaviors of mature English-as-a-foreign-language (EFL) readers. In brief, this study examines the reading performance of four Thai college students. Through the use of think-aloud protocols, interviews, and observations, I document EFL Thai students’ use of reading strategies while they are in the process of reading and comprehending four English and Thai texts. The findings reveal that three broad themes emerge from the analysis: a) the most frequentlyused strategies across readers in reading L1 and L2 texts, b) the effective use of reading strategies demonstrated by the students in reading L2, and; c) metacognition development in reading L2. However, the data did not provide adequate evidence to comment on the issues of the language transfer and cognates in reading L2 texts.

The purpose of this paper is to examine the effects of vocabulary, reading strategies and background knowledge on English reading ability in determining the reading ability Major findings are as follows: Among three factors a significant co-relation(p<0.01)reveal between the reading ability and vocabulary. So vocabulary is the most important factor in determining the reading ability. A significant co-relation(p<0.05) reveal between the reading ability and reading strategies. Reading strategies are the second important factor in determining the reading ability. Background knowledge is not strongly related to English reading ability. The findings of this study suggest that the relationship between English reading ability and vocabulary is important.

인터넷과 같은 뉴미디어의 등장으로 종이신문 구독자가 급감하는 가운데 컴퓨터와 인터넷에 익숙한 젊은 층은 대체적으로 주로 TV뉴스, 포털뉴스 이용 등을 통해 사회적 문제들을 접하고 있는 실정이다.이로 인해 젊은 층은 정치,경제, 사회와 같은 공동체의 문제보다는 연예, 오락, 스포츠와 같은 개별적이고 사변적인 연성이슈에 대해 더 많은 관심을 가지는 경향이 나타나고 있다. 이는 결과적으로 젊은층의 사회적 관심도 및 참여도를 저하시켜 민주사회 발전을 저해하는 요인으로 작용할 수 있다는 우려감을 낳고 있다. 이러한 측면에서 젊은 층이 사회 저변의 공공문제를 제공하는 신문을 열독할 수 있도록 하는 일이 중요한 화두로 떠오르고 있다. 따라서 본 연구는 젊은 층이 신문을 열독/비열독하는 이유,신문열독에 미치는 요인 그리고 신문읽기가 사회지식 습득 및 사회 참여에 미치는 영향을 알아보고 젊은 층의 신문열독 습관을 형성할 수 있는 방안을 제시하고자 했다.이를 위해 젊은 층을 대표하여 전국4개 대학의 1,200명을 대상으로 연구를 실시한 결과 대학생들의 평균 뉴스 이용시간은 63분이었으며 이중 신문읽기에 소비되는 시간은 약 10분이었다. 대체적으로 대학생들은 오락, 연예, 스포츠 등의 연성뉴스에 관심을 가지는 가운데 신문을 많이 읽을수록 정치, 경제 등 경성뉴스를 많이 소비하고 있었고, 다른 매체들을 통해서도 경성뉴스를 소비하는 경향이 높았다. 신문을 열독하는 이유는 무엇보다도 신문을 주위에서 쉽게 접할 수 있는 가시적 환경이 중요하게 작용하고,습관적인 읽기가 중요한 한 것으로 나타났다. 그리고 TV뉴스와 포털뉴스의 이용보다는 신문읽기가 대학생들의 사회 지식 습득 및 사회참여에 더 큰 영향을 미치는 것으로 나타났다.

The number of newspaper subscribers has been declined rapidly among young generation because they are more likely to use the Internet or PC for getting information about society. They also are likely to know about issues more from entertainment and sports than politics, economics and community. It makes for young generation to be far from concerning social issues and participating in social events resulting stagnation of democracy. Therefore, it is very important for young generation to read newspaper having a chance to expose social issues. The study tried to analyze why young generation does not read newspaper, how makes them to read newspaper, and how reading newspaper affects readers' acquisition of social knowledge and participation of social events. In order to answer the research questions, the study surveyed 1,200 college students among 4 universities nationwide. The result of data analysis showed that average time of using news from media is 64 minutes in contrast to time of newspaper reading is only around 10 minutes. It showed that college students are likely to consume information about soft news from entertainments and sports than hard news from politics, economics, and society. Also it found that the more college students read newspapers the more they like to use hard news so that they are more likely to acquire social issues and participate in than the other. Furthermore, newspaper reading more affects for college students to acquire social knowledge and to participate in social events than usage of TV or portal news.

이 연구의 목적은 독서태도에 관한 암묵적 지식을 확인하고 독서태도를 측정하는 데에 필요한 기초정보와 시사점을 획득하는 데에 있다. 이를 위해 5개의 초등학교에서 사서교사와 초등교사 및 초등학생들을 대상으로 반구조화된 면담을 수행하였다. 연구의 결과는 다음과 같다. 학생과 교사들은 독서태도를 평가하는 기준과 특성을 학생의 능력, 성격 및 행동적 측면으로 구분하였다. 학생들은 독서의 필요성을 인식하고 있었으며 독서를 즐거운 감정으로 받아들였다. 그러나 독서능력이 하인 그룹의 학생들은 다른 그룹의 학생들보다 독서가 학업적 목적으로 필요하다고 인식하고 있었으며 독서를 보다 부정적인 정서로 표현하였다. 학생들은 또래집단과 교사, 가족구성원을 독서행동에 영향을 미치는 인물로 인식하고 있었으며 책의 주제 및 내용과 더불어 책 자체의 특성도 중요하게 고려하였다. 교사들은 독서태도를 책에 대한 태도와 그 책을 읽는 태도를 포괄한 개념으로 인식하였고, 독서환경과 관심, 습관, 책, 경험 등을 독서태도의 영향요인으로 언급하였다.

The purpose of this study is to obtain basic information and suggestions needed to measure reading attitude by obtaining the tacit knowledge. For this, a semi-structured interviews were carried out with teacher librarians and elementary school teachers and elementary students in five elementary schools. The results were as follows: Students and Teachers divided standard and attribute for assessing reading attitudes as student’s ability, personality and behavioral aspects towards reading. Students were aware of the necessity of reading and accepted a pleasant feeling of reading. However, group of students with low reading skill recognized reading as an academic purpose as compared to other student groups and expressed a negative feeling on reading. Peers, teachers and family members were recognized as figures who make an impact on reading by students and further considered the subject, content and physical attribute of book as important factors. Teachers recognized reading attitude as a concept on attitude about book and book reading. Further they mentioned reading environment, interests, habits, books, and experience as factors affect reading attitude.