영어 독해 문제 난이도와 학습자 수준에 따른 고등학생들의 상위인지 전략 사용에 관한 연구

초록

The purpose of this study is to investigate the use of meta-cognitive strategies of Korean high school students depending on their reading proficiency and the degree of difficulty of reading passages and to provide guidance about how to teach reading strategies. The study conducted survey about students' meta-cognitive reading strategy uses by adapting MARSI(Mokhtari & Reichard, 2002). After grouping students into three group (high, middle, low proficiency group) by the result of reading test, each student was asked to answer the survey questions about how they use meta-cognitive reading strategies in solving reading questions. The results of this study are as follows. First, students in high proficiency group more frequently use reading strategies in all categories of meta-cognitive strategies: Global Reading Strategies, Problem-Solving Strategies and Support Reading Strategies. Second, the more difficult the reading passages are, the more frequently students use meta-cognitive reading strategies. However, if the reading passages are too difficult for students, the use of meta-cognitive reading strategies is reduced. Third, students who have different reading proficiency use different items of meta-cognitive reading strategies. To guide middle or low proficiency level students to become more proficient readers, teachers should offer appropriate items of meta-cognitive reading strategies to students depending on their reading proficiency. Though, meta-cognitive strategy use in reading is a crucial part of learning English, students can not use meta-cognitive reading strategies when their reading ability is not good enough for difficult passages. Therefore, it is recommended that teachers instruct students to improve their reading skills as well as to explore appropriate meta-cognitive reading strategies.

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