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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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Previous research has shown that L2 learners differing in their degree of proficiency may employ different modes of processing while reading. The research questions are the following: (1) Is there any relationship between ESL learners’ reading strategies at each proficiency level and their reading comprehension ability? (2) Is there any difference in reading strategies used by low and high proficiency L2 learners? The subjects who participated in this study consisted of sixty-one ESL students. In order to divide students into higher and lower proficiency levels, the researcher used the Test of Adolescent and Adult Language (TOAL). For the purpose of identifying a subject’s ‘reading strategies’ items, the researcher used the Reading Strategy Questionnaire (RSQ) (Carrell, 1989; Pritchard, 1990; Rusciolelli, 1995). The results show that top-down reading strategies were preferred more by all students than bottom-up reading strategies when they read in an L2.
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참고문헌 (27)
참고문헌 신청
Alderson, J. C / 1987 / Reviews of English language proficiency tests / TESOL
Anderson, N. J. / 1991 / Individual differences in strategy use in second language reading and testing / Modern Language Journal 75 : 460 ~ 472
Barnett, M. A. / 1988 / Reading through context: How real and perceived strategy use affects L2 comprehension / Modern Language Journal 72 : 150 ~ 162
Block, E. / 1986 / The comprehension strategies of second language readers / TESOL Quarterly 20 : 463 ~ 494
Brantmeier, C. / 2005 / Effects of reader’s knowledge, text type, and test type on L1 and L2 reading comprehension in Spanish / Modern Language Journal 89 : 37 ~ 53
Anderson, N. J. / 1991 / Individual differences in strategy use in second language reading and testing / Modern Language Journal 75 : 460 ~ 472
Barnett, M. A. / 1988 / Reading through context: How real and perceived strategy use affects L2 comprehension / Modern Language Journal 72 : 150 ~ 162
Block, E. / 1986 / The comprehension strategies of second language readers / TESOL Quarterly 20 : 463 ~ 494
Brantmeier, C. / 2005 / Effects of reader’s knowledge, text type, and test type on L1 and L2 reading comprehension in Spanish / Modern Language Journal 89 : 37 ~ 53
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