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한국인 아동 학습자들의 영어 읽기 불안 분석: 불안의 양상과 요인을 중심으로
김보강 ( Kim Bo-gang ),김정은 ( Kim Jeong-eun ) 대한언어학회 2021 언어학 Vol.29 No.4
This study investigated characteristics of foreign language (L2) reading anxiety in young learners who learn English by observing descriptive features of their L2 reading anxiety, and identifying components. A total of 70 young language learners aged between eight and thirteen participated in the study. Their English reading anxiety was assessed using the Foreign Language Reading Anxiety Scale (FLRAS) (Saito, Horwitz, & Garza, 1999). Descriptive statistics and a range of principal factor analyses were used to analyze their responses. Descriptive statistics found that child learners feel certain amount of anxiety on the activity of English reading itself, and also, feel anxiety from reading activities such as reading for details. Furthermore, the factor analysis found two major components comprising their reading anxiety: (1) anxiety in English, and (2) anxiety in reading. Pedagogical implications were discussed along with the research findings.
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다독이 아동 영어 학습자의 원서 읽기 능력에 미치는 영향: 읽기 동기 예측 변인을 중심으로
김보강(Bo-gang Kim),김정은(Jeong-eun Kim) 한국영어학회 2023 영어학 Vol.23 No.-
The current study aimed to investigate the impact of extensive reading (ER) on reading comprehension in child second language learners. Specifically, the study examined changes in learners' comprehension of English reading materials after participating in a 40-week ER program. Additionally, the study explored whether the learners' reading motivation in their first language (L1) and second language (L2) contributed to these changes in comprehension. A total of 61 child English L2 learners took part in the 40-week research project. During this period, participants visited the English library daily (for 200 days) and read graded English fiction/non-fiction books of their choice. Their comprehension of the reading materials was assessed through daily comprehension tests, while their L1/L2 reading motivation was measured using a questionnaire. Latent growth modeling was utilized to assess learners’ development of English book reading ability across three distinct time intervals: Week 1, Week 20, and Week 40. Additionally, the study explored whether learners’ L1/L2 reading motivation could predict these changes. The results found a significant development of learners’ English book reading ability throughout the 40-week period. Furthermore, it was observed that learners’ L1 motivation significantly predicted their progress in reading ability, indicating that child learners with higher L1 reading motivation develop their English book reading ability more efficiently than those with lower counterparts. However, L2 reading motivation did not emerge as a significant predictor affecting the child learners’ reading ability. The findings are discussed in light of previous research and offer evidence-based pedagogical implications relevant to the elementary level.
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Extensive Reading for Young EFL Learners in Korea: A Case Study
전은영(Eun-Young Jeon),김보강(Bo-Gang Kim) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.15
목적 이 연구의 목적은 다독이 EFL 아동학습자들에게 효과적인 교수법이 될 수 있는지 알아보기 위한 것이며 또한 아동 학습자들의 다독에 대한 인식과 동기가 어떠한지 알아보는 것을 목적으로 한다. 방법 본 연구는 5명의 EFL아동학습자들의 읽기 과정과 읽기 행위를 일 년 반 동안 관찰하였다. 데이터 수집은 아동들의 영어 읽기 기록지와 설문조사, 그림들, 그리고 인터뷰로 이루어져 있다. 결과 결론은 다음과 같다. 첫째, 읽기 기록지는 아동들의 읽기 능력 발달과 그들이 읽은 책의 숫자가 비례함을 보여주었다. 둘째, 메타포 분석(the metaphor analysis)을 통해 아동학습자들이 다독을 영어와 세상을 배울 수 있는 유용한 학습도구로 인식하면서도 길거나 어려운 책을 읽을 때는 다독의 과정이 달팽이처럼 느리고 더디다고 인식하고 있음을 발견할 수 있었다. 마지막으로 대부분의 EFL아동 학습자들의 영어책 읽기에 대한 동기는 내적 동기보다는 외적 동기가 더 강하게 작용하고 있는 것으로 추정되었다. 결론 따라서 본 연구는 선생님들과 학부모님들이 아동 영어 학습자들이 더 많은 책을 읽을 수 있도록 안팎으로 협력해야 하며 또한 아동 영어학습자들이 영어책을 즐기면서 읽을 수 있는 경험을 할 때까지 외적인 보상도 도움이 될 수 있음을 제안한다. Objectives The purposes of this study were to find out whether extensive reading (ER) can be an effective teaching approach for teaching English to young learners and to investigate the young EFL learners’ perception and motivation for ER. Methods The present study observed 5 young male EFL learners’ reading progress and reading behaviors for one and a half years. Data was collected from the students’ surveys, reading records, pictures, and interviews. Results The findings were as follows. First, the reading record showed that the students’ reading progress correlated with the number of books they read. Second, the metaphor analysis revealed that the learners perceived ER to be an effective tool for developing English competence and gaining knowledge about the world. However, when reading difficult or lengthy books, ER process was perceived to be slow and lagging like a snail. Finally, most young English learners were driven to read not because of intrinsic motivation but because of extrinsic motivation. Conclusions It is suggested that teachers and parents should work together to motivate students to read more books. Also, external rewards could be helpful up to the point when the students come to experience the joy of reading.
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