영어 독해 전략 지도가 학습자 독해 성취도 향상과 메타인지 전략 사용에 미친 영향

Abstract

The purposes of this study is to examine whether reading strategy-based instruction (SBI) employing Block's (1986) global and local strategies positively affects the English reading achievement and metacognitive strategy use. The participants comprised 74 learners from two intact classes in a general English course and the researcher used MARSI (Metacognitive Awareness Reading Strategy Instruction)as survey method. The results of the study indicated the following: (1)The explicit reading strategy contributed significantly to reading achievement in the local strategy group but not in the global strategy group. (2) While in the local strategy group, the metacognitive strategy did not have a significant influence on reading achievement, in the global strategy group, the metacognitive strategy (only the Problem-solving strategy) contributed significantly to reading achievement. In the global strategy group, a strong correlation was observed between reading achievement and metacognitive (PROB)strategy and this results showed meaningful influence on. improving reading achievement. On the basis of these findings, explicit reading strategy-based instruction can be considered an effective teaching activity in learning English as a foreign language.