오독 분석(Miscue Analysis)을 통한 중등 EFL 학습자의 수준별 읽기 전략 연구

A study of level-based reading strategies of Korean middle school students through reading miscue analysis

This study analyzes the reading process of Korean EFL secondary learners by using miscue analysis and identifies the learner’s level-based reading strategies in the early development process of English learners in Korea. To examine the relationship between reading miscues and reading strategies by learners of each level, a class of second graders of middle school in Cheongju, Chungbuk was randomly selected and a miscue analysis experiment was conducted on 23 students. The miscue analysis followed the RMI (Reading Miscue Inventory) procedure initiated by Goodman (2005). The results are as follows. First, the number of the errors of the lower group was less than that of the middle group, suggesting that the lower group needs to be encouraged to have a risk-taking attitude and provided with an encouraging feedback. Second, for the middle and the lower group, there occurred various error types, which cause difficulty with their understanding of the text. This indicates the need to provide level-specific English reading instructions based on learners’ reading strategies and characteristics. Third, all three groups have the same high ratio of the errors related to phonetic cues, indicating that they rely heavily on phonetic cues and that learning English sounds and letters, which is not currently specified in the middle school English curriculum, still needs to be reinforced.