중학교 영어 다독을 통한 학습자 수준별 읽기 전략 변화연구

Abstract

Objectives This study conducts English extensive reading in middle school and analyzes the changes in reading strategies by the learner’s level.
 Methods To this end, a 12-week extensive reading class was conducted for the 3 levels of 6 first-year middle school students. Data were collected using observation journals, reading journals, and interviews and analyzed using the constant comparative method of transcription, coding and categorization, and theme development. As a result, high-level learners understood the types and characteristics of various strategies well, selected and used appropriate methods for the situation, and the areas of frequently used strategies were found to be different depending on the learner's level.
 Results Students at the middle proficiency level students used Problem solving strategies when they faced the difficulties. Lower proficiency level students tried to activate their prior knowledge and use the pictures of the text, but with limited results.
 Conclusions Based on this results, the researchers would like to give some suggestions. First, Extensive reading program should be prepared beforehand. Various Extensive reading program and English library should be offered. Reading various materials will build confidence and clear goals to the students. Second, students should able to select material they can read with ease. They should not experience the frustration of reading materials beyond their reading capabilities.