영어 독해과제와 영어 독해전략 선택간의 관련성 조사

Abstract

L2 professionals argue that the use of reading strategies is an important factor in achieving reading fluency. Cognitivists in L2 education claim that the inventory of L2 reading strategies is useful for students to understand and utilize diverse reading strategies. However, sociolinguists reject the claim by arguing that because the choice of strategies will be influenced by characteristics of reading tasks, the inventory is not helpful unless it explains reading tasks. With this background, this study (n =10) was intended to explore the relationship between the choice of L2 reading strategies and reading tasks. For data collection, three methods―a survey with a questionnaire, reading tasks, and oral interviews―were employed. The questionnaire assessed the degrees of the participants’ use of reading strategies. The reading tasks were designed to stimulate the participants to use certain strategies dependent on their perceptions of L2 reading goals. Finally, the interviews aimed to clarify what reading strategies each participant utilized during the tasks. According to the data analysis, it seemed likely that most of the participants chose to use certain strategies according to their perceptions of L2 reading goals. At the end of this study, some suggestions for L2 reading instruction were made.