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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 신영어영문학회 신영어영문학 신영어영문학 제63집
- 발행연도
- 2016.2
- 수록면
- 219 - 245 (27page)
- DOI
- 10.21087/nsell.2016.02.63.219
이용수
초록· 키워드
오류제보하기
The purpose of this research is to identify English reading strategies that are frequently used by Korean EFL university students as well as differences found in the use of foreign language reading strategies by gender and reading anxiety. A 30-item Survey of Reading Strategy (SORS) developed by Mokhtari and Sheorey (2002) and the 20-item Foreign Language Reading Anxiety Scale (FLRAS) developed by Saito et.al (1999) were used with descriptive statistics (means, frequencies, standard deviations, and etc.) to investigate the overall reading strategy use, reading strategy use in three categories, and the most and least used strategy items. The descriptive statistics for overall reading strategy use showed that the participants used a medium degree of reading strategy use. The current result indicates a medium use of each of the three strategy categories. Pearson’s r correlation indicated no significant correlations between reading strategy and the three categories of strategy variables and reading anxiety.
목차
Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Research Methods
Ⅳ. Results
Ⅴ. Discussion and Conclusion
Works Cited
참고문헌 (43)
참고문헌 신청
Aarnoutse, C., & Schellings, G. “Learning Reading Strategies by Triggering Reading Motivation.” Educational Studies 29(4) (2003): 387-409.
Abu-Rabia, S. “Teachers’ Role, Learners’ Gender Differences, and FL Anxiety Among Seventh-Grade Students Studying English as a FL.” Educational Psychology 24(5) (2004): 711-21.
Alsamadani, A. “The Effects of the 3-2-1 Reading Strategy on EFL Reading Comprehension.” English Language Teaching 4(3) (2011): 184-91.
Carrell, P. L. “Can Reading Strategies Be Successfully Taught?” The Japan Association for Language Teaching Journal 22(3) (1989): 7-14.
. “Metacognitive Awareness and Second Language Reading.” Modern Language Journal 73, (1989): 121-34.
Abu-Rabia, S. “Teachers’ Role, Learners’ Gender Differences, and FL Anxiety Among Seventh-Grade Students Studying English as a FL.” Educational Psychology 24(5) (2004): 711-21.
Alsamadani, A. “The Effects of the 3-2-1 Reading Strategy on EFL Reading Comprehension.” English Language Teaching 4(3) (2011): 184-91.
Carrell, P. L. “Can Reading Strategies Be Successfully Taught?” The Japan Association for Language Teaching Journal 22(3) (1989): 7-14.
. “Metacognitive Awareness and Second Language Reading.” Modern Language Journal 73, (1989): 121-34.
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UCI(KEPA) : I410-ECN-0101-2016-840-002658196