중국어권 한국어 학습자의 숙달도별 읽기 전략 연구

A Study of Korean Reading Strategies Employed by Chinese Background Speakers

This Study presents reading strategy categories and individual reading strategies implemented by Chinese background speakers of different Korean proficiency levels. As a result of analysis, the present study suggests three conclusions. First, compared to intermediate learners beginners show no statistical significance in the use of strategic categories and individual strategies. However, compared to advanced learners, they use more strategic categories such as the 'social reading strategy', the 'affective reading strategy', and individual strategies such as 'translating', 'questioning' and 'emotion controlling'. Second, no strategic categories are significantly employed by intermediate learners compared to beginners, but individual strategies such as 'paraphrasing' is used frequently. Unlike advanced users, Intermediate learners tend to use more strategic categories such as the 'social reading strategy' and 'affective reading strategy' and more individual strategies such as 'translating' and 'questioning'. Third, as for advanced learners, no statistical significance are found in the use of strategic categories but employ individual strategies such as 're-reading' and 'no translating' frequently compared to beginners. Advanced learners, compared to intermediate learners, present no difference in the use of strategic categories but frequently employ individual strategies such as 're-reading'.