메타인지 전략 활용 수업이 영어 읽기동기 및 독해력에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purposes of this study is to investigate the effect of using metacognitive reading strategies on reading motivation and comprehension. After reviewing the previous research, the metacognitive reading strategy-based instructions consisted of 30 periods of classes. They were constructed and applied to 86 Korean students in the eighth grade. The students were classified into two groups by their English proficiency level which were each in two levels(high and low). The students took the following test: the Motivation for Reading Questionnaire (MRQ), the Survey of Global Reading(SORS), and the English Reading comprehension Test. They were administered to an experimental and a control group. After about four months of treatments lessons, the MRQ, SORS, and English Reading comprehension Test were given to the experimental group and the control group. In this study the think aloud technique was employed to verbalize their thought processes in their native language while they were reading the texts. The results of the questionnaires and tests were statistically analyzed based on the T-test, Multiple Regression Analysis, and Correlation Analysis.
The results of the effects of metacognitive reading strategy-based instructions on reading motivation and reading comprehension were as follows.
First, metacognitive reading strategy-based instructions were verified to have a positive effect on the English reading motivation of middle school students. The results of the MRQ were significantly different between the experimental group that took the metacognitive reading strategy-based instructions and the control group that took the grammar-translation instructions. This indicates that the metacognitive strategy-based instructions are much more effective on reading motivation than grammar-translation instructions.
Second, in the case of the high level group, the metacognitive strategy-based instructions influence was positive on reading motivation, while the control group showed no influence on reading motivation. This indicates that metacognitive lessons have different effects depending on the groups levels. Also, metacognitive lessons had no different effects depending on the groups by their gender. Both male and female students were influenced positively on reading motivation after they took the metacognitive strategy-based instructions.
Third, the results of the effects of the metacognitive strategy-based instructions on reading motivation's sub variables showed significant differences depending on the groups levels. In the case of high level group, extrinsic motivation, importance of reading, intrinsic motivation, and reading avoidance showed significant effects on reading motivation. However, reading efficacy showed no significant difference depending on group by levels, but had significant differences depending on their gender. So, reading efficacy had a positive influence on male students but not on female's students.
Fourth, the metacognitive reading strategy-based instructions were verified to have a positive effect on the English reading comprehension of middle school students. The results of the reading comprehension were significantly different between the experimental group that took the metacognitive strategy-based instructions and the control group that took the grammar-translation instructions. This indicates that metacotnitive strategy-based instructions are much more effective on reading comprehension than grammar-translation instructions.
Fifth, the metacognitive strategy-based instructions on English reading comprehension showed no differences depending on the groups levels and gender. Both male and females who took the metacognitive strategy-based instructions increased reading comprehension. It can be inferred that the metacognitive strategy-based instructions have a positive influence on reading comprehension.
Sixth, there was a significant positive correlation among SORS, English reading motivation and English reading comprehension. Looking at the sub variables, there was a significant correlation between the sub variables of MRQ and the sub variables of SORS. But there was no correlation between the sub variables of SORS and reading efficacy.
Seventh, the Global Reading Strategies(GLOB), Problem Solving Strategies(PROB), and Support Reading Strategies(SUP) showed a positive influence on reading comprehension. Also, GLOB was suggested as one of the most effective metacognitive reading strategies for reading comprehension with PLOB and SUP being the second and third influences on reading comprehension.
Finally, the extrinsic motivation, importance of reading, intrinsic motivation and reading avoidance showed a statistically significant influence. The reading avoidance showed a significant negative correlation on reading comprehension while extrinsic motivation and intrinsic motivation showed a positive correlation. However, reading efficacy showed no influence on reading comprehension.
In conclusion, it was shown that metacognitive reading strategies showed a positive effect on reading motivation and comprehension. Consequently, it is necessary for the students to be taught to understand the role of metacognitive strategies. Based on these results, appropriate techniques or methods for metacognitive reading strategy-based instruction have to be developed.

목차 (Table of Contents)

• 제 1장 서 론 1
• 1.1. 연구의 필요성 및 목적 1
• 1.2. 연구문제와 연구가설 4
• 1.3. 연구의 방법과 구성 5
• 1.4. 용어의 정의 6
• 1.5. 연구의 제한점 9
• 제 2장 이론적 배경 10
• 2.1. 독해 이론 10
• 2.1.1. 독해의 정의 10
• 2.1.2. 영어독해와 스키마 12
• 2.1.3. 독해과정 모형 18
• 2.2. 학습전략 26
• 2.2.1. 언어 학습전략 26
• 2.2.2. 독해전략 32
• 2.2.3. 메타인지와 독해 37
• 2.3. 학습동기 43
• 2.3.1. 동기 이론 43
• 2.3.2. 언어 학습동기 47
• 2.3.3. 읽기동기 52
• 제 3장 연구방법 57
• 3.1. 연구대상 57
• 3.2. 연구기간 및 절차 60
• 3.2.1. 연구기간 60
• 3.2.2. 연구설계 61
• 3.2.3. 연구절차 61
• 3.2.4. 실험집단 수업의 기본 원칙 및 절차 62
• 3.2.5. 통제집단 수업절차 77
• 3.3. 검사도구 81
• 3.3.1. 메타인지 독해전략 검사 82
• 3.3.2. 읽기동기 검사 83
• 3.3.3. 영어 독해력 검사 84
• 3.4. 자료 분석 방법 85
• 제 4장 연구결과 분석 및 논의 86
• 4.1. 가설 1의 검증 86
• 4.2. 가설 2의 검증 107
• 4.3. 가설 3의 검증 115
• 4.4. 논의 123
• 제 5장 결론 및 제언 128
• 5.1. 결론 128
• 5.2. 제언 132
• 참고문헌 134
• ABSTRACT 144
• 부록 148

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