중국어권 한국어 학습자의 숙달도별 읽기 전략 연구

• 영문명: A Study of Korean Reading Strategies Employed by Chinese Background Speakers
• 발행기관: 국제한국어교육학회
• 저자명: 기준성
• 간행물 정보: 『한국어교육』21권 2호, 29~58쪽, 전체 30쪽
• 주제분류: 어문학 > 한국어와문학
• 파일형태: PDF
• 발행일자: 2010.06.30

영문 초록

This Study presents reading strategy categories and individual reading strategies implemented by Chinese background speakers of different Korean proficiency levels. As a result of analysis, the present study suggests three conclusions. First, compared to intermediate learners beginners show no statistical significance in the use of strategic categories and individual strategies. However, compared to advanced learners, they use more strategic categories such as the 'social reading strategy', the 'affective reading strategy', and individual strategies such as 'translating', 'questioning' and 'emotion controlling'. Second, no strategic categories are significantly employed by intermediate learners compared to beginners, but individual strategies such as 'paraphrasing' is used frequently. Unlike advanced users, Intermediate learners tend to use more strategic categories such as the 'social reading strategy' and 'affective reading strategy' and more individual strategies such as 'translating' and 'questioning'. Third, as for advanced learners, no statistical significance are found in the use of strategic categories but employ individual strategies such as 're-reading' and 'no translating' frequently compared to beginners. Advanced learners, compared to intermediate learners, present no difference in the use of strategic categories but frequently employ individual strategies such as 're-reading'.

목차

1. 들어가기

2. 앞선 연구

3. 숙달도별 읽기 전략 차이

4. 나가기

참고문헌

키워드

읽기 전략 숙달도 중국어권 학습자 한국어 읽기 교육 reading strategy language proficiency Chinese background speakers reading education of Korean