통합형 독해-작문 과업에서의 L2 독해전략에 대한 연구

Abstract

The current study investigates the influence of integrated reading-writing tasks on students’ perceived use of reading strategies. In a 16-week practical English course that implemented an integrated skills approach at a Korean university, the Survey of Reading Strategies (SORS) was administered to 32 students prior to and after instruction to compare differences in perceived use of reading strategies as an influence of reading-writing tasks. Then, at the end of instruction, students wrote on their perceived use of reading strategies. It was found that there was significant statistical difference in students’ perceived use of reading strategies in all three categories of SORS. Data from students’ written statements support the findings from SORS analysis in that students were able to adjust their reading strategies to meet the demands of reading-writing tasks. The results of the study suggest that connecting reading and writing can enhance students’ engagement with text and encourage students to use varying reading strategies. Implications for teaching are provided to offer instructors ideas on how to incorporate reading-writing tasks in their classrooms.