초인지전략을 통한 새로운 영어독해전략 고찰

A New View on English Reading Comprehension Strategies Through Metacognitive Strategies

The purpose of this thesis is two-fold: One, to propose a teaching method which will maximize reading in English by integrating the reading strategies readers use when they read. Two, to help them to be independent and aggressive readers to acquire new information and technology in the global society. To achieve this goal, an attempt was made to find out the differences in metacognitive reading strategies Korean readers use when they read in Korean and English. Metacognition, which is the basic concept for the thesis, was explained in terms of concept and division. The domain of metacognition is divided into metacognitive knowledge and metacognitive regulation. The difference between metacognition and cognition was explained in order to make the concept of metacognition clearer. Reading strategies were defined as follows: how the readers accept the task, what kind of attention they give to the text clues, how they understand the meaning of what they read, and what the readers have to do, and how to do it in case they do not understand the text. In this paper, qualitative analysis were used. For this analysis, a sample of twelve participants were selected who scored TOEFL PBT 550(CBT 215, TEPS 700) or higher. The participants then completed the general information and survey of reading strategies. The “think-aloud procedure” was used as a means of gathering data about the students’ thinking while reading. The “think-aloud” protocols were tape recorded and transcribed later to analyze the reading strategies that were used for reading. The result of the research showed that the participants used more strategies reading English than Korean. The emphasis was placed on the training for reading strategies when they read in English. Paragraph reading was suggested as one of the most effective metacognitive reading strategies to understand the text as a whole.