영재들의 외국어 읽기능력에 관한 구조모형 탐색 = Validation of a Structural Model for Gifted Students’ English Reading Ability

국문 초록 (Abstract)

읽기능력의 중요성은 정보화•지식기반 사회에서 아무리 강조하여도 지나치지 않다. 더욱이 전 세계에 유통되고 있는 정보의 대부분이 영어로 작성되어 있는 상황에서 영어 읽기능력의 중요성은 더더욱 부각되고 있다. 이러한 상황에서 한국의 미래를 짊어져야 할 영재들의 영어읽기능력과 영재의 특성인 동기, 자기주도적 학습능력, 상위인지, 국어읽기능력 그리고 환경과의 관계성을 탐색하고 영어읽기능력에 영향을 미치는 요인간의 경로를 분석하였다. 수도권 영어영재원과 과학영재원에 재학 중인 중학생 207명을 대상으로 연구를 수행하였으며 구조모형은 수용기준을 충족하였다. 영재의 영어읽기능력에 관한 구조모형을 이루고 있는 변인 사이의 관계를 살펴보면 읽기환경 → 읽기동기, 읽기동기 → 상위인지, 읽기동기 → 자기주도적학습, 국어 읽기능력 → 영어 읽기능력 경로는 모두 통계적으로 유의미하게 나타났다. 하지만, 읽기동기 → 국어 읽기능력, 상위인지 → 국어 읽기능력, 그리고 자기주도적학습 → 국어 읽기능력 경로는 통계적으로 유의미하지 않았다. 본 연구의 결과가 영재의 외국어 읽기능력과 자기주도적 학습 및 상위사고력 배양이라는 맥락에서 심도 깊게 논의되었다.

다국어 초록 (Multilingual Abstract)

The purposes of this study are to build an English reading model for gifted middle school students and validate it. English reading ability should be emphasized in information and knowledge based society because English is not a language of one country but a world language. The participants are 207 middle school students who attend in a gifted center for scientifically or verbally gifted students in A city. They responded to the questionnaires about reading environment, reading motivation, self-regulated learning and metacognition. They also took Korean and English reading test. The model's goodness of fit meets acceptance threshold. Path analysis results demonstrate that reading environment to reading motivation, reading motivation to metacognition, reading motivation to self-regulated learning and Korean reading ability to English reading ability are statistically significant. However, three paths to Korean reading ability from reading motivation, metacognition and self-regulated learning are not statistically significant. Differences in measuring method might cause these results because Likert scales were used for reading motivation, metacognition, self-regulated learning but standardized test was used for reading ability. The former questionnaires are domain-general and the latter is domain-specific and knowledge-based. The study results demonstrate Korean educational reality; excessive competition, lack of time for self-regulated learning and programs for metacognition. These study results suggest that building better educational environment for self-regulated learning capacity, developing and introducing programs for metacognition and emphasis on Korean reading ability should be emphasized.

목차 (Table of Contents)

• <요 약>
• Ⅰ. 서 론
• Ⅱ. 이론적 배경 및 연구모형 설정
• Ⅲ. 연구 방법
• Ⅳ. 연구 결과
• Ⅴ. 논의 및 결론
• 참고문헌
• Abstract

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