영어독해 학습에 있어서 읽기속도, 정확도와 책략 사용의 관계 = A Study on the Relationship between Speed and Accuracy, and Strategy Use in Reading Comprehension

다국어 초록 (Multilingual Abstract)

Abstract
A Study on the Relationship between Speed and Accuracy,
and Strategy Use in Reading Comprehension.
Park Sun-Young
Department of English Language Literature
The Graduate School
Suncheon National University
Advisor : Prof. Lee Hwa-Ja
The purpose of this study was to identify the relationship between reading speed and accuracy, and strategy use in reading comprehension. In order to look into the relationship in terms of English proficiency level, 123 students in two schools, one in high level, the other in mid level, were chosen. Trial examinations and the questionnaires on reading strategics by Oxford(1990) and Lee Hyo Eung were employed.
The results of this study were as follows :
The upper group in a high-level high school got the highest grade on the speed and accuracy of reading. When the upper groups of two schools were compared. there was a big difference in the speed(M=11.66) and accuracy(M=18.45). But it was a marked feature that the reading speed of the middle group was slower than one of the lower class in mid-level high school. It implied that the lower group gave up the examination in advance and the middle group tried to solve it to the end. When they were analyzed by each major, liberal arts and natural science, the middle groups in each school got the lowest grade in the speed of reading. By these results, it was revealed that the middle group in the mid level high school. except the high-level high school, had the weak point in the speed of reading.
In reading strategies, all the groups preferred the top-down strategies but they avoided the bottom up strategies. This result implied that students mostly studied reading parts because they appeared in the college-entrance examination. The reason made students neglectful of grammar parts universally. So, it seemed that they revealed their weak point in solving grammar parts and they avoided to study them.

목차 (Table of Contents)

• 목 차
• 영문 초록
• I. 서론 = 1
• 1.1 연구의 필요성 = 1
• 1.2 연구의 목적 = 2
• 1.3 연구 문제 = 4
• 1.4 연구의 범위 = 4
• II. 이론적 배경 = 6
• 2.1 독해의 정의 및 과정 = 6
• 2.1.1. 독해의 정의 = 6
• 2.1.2. 독해의 과정 = 9
• 2.2 읽기속도와 정확도 = 11
• 2.3 학습책략 = 13
• 2.3.1 학습책략의 정의 = 13
• 2.3.2. 학습책략의 분류 = 15
• 2.3.3. 효율적인 학습책략 = 21
• III. 연구방법 = 23
• 3.1. 실험대상 = 23
• 3.2. 측정도구 = 24
• 3.3. 설문지 = 25
• 3.4. 자료수집 및 분석 = 25
• IV. 연구결과 및 논의 = 27
• 4.1 실험 집단간의 교과성적, 읽기속도, 정확도 및 책략 = 27
• 4.1.1. 실험 집단의 교과 성적 = 27
• 4.1.2. 읽기속도 = 29
• 4.1.3. 정확도 = 31
• 4.1.4. 책략 = 33
• 4.1.5. 빈도순에 의한 읽기 학습책략 = 41
• 4.2. 실험 집단간의 교과성적, 읽기속도, 정확도와 책략비교 = 46
• 4.2.1. 성적별 집단간의 교과성적, 읽기속도, 정확도와 책략비교 = 47
• 4.2.2. 계열별 집단간의 교과성적, 읽기속도, 정확도와 책략비교 = 49
• V. 결론 = 53
• ※ 참고문헌 = 56
• ※ 부록 = 61