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커뮤니티
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초록· 키워드
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This study aimed to investigate the reading strategy use of six Korean students according to the type of JPT reading comprehension question. For qualitative research, a think-aloud protocol and interviews were conducted. The data obtained were transcribed and analyzed. The results were as follows:
① The frequency of strategy use in learners’ reading comprehension process was in the following order: local strategy > general strategy > metacognitive strategy. Overall, the lack of linguistic knowledge led to the marked use of local strategies that relied on deciphering unknown words in the text.
② Learners with high accuracy rates showed a pattern of using general and metacognitive strategies. , learners with low accuracy tended to give up and not use any strategies when faced with difficulties.
③ The frequency of learners’ strategy use by item was in the following order: fact-checking items > inference items > insertion items. various types and high-frequency strategies for fact-checking items.
④ The lowest correct answer rate was recorded for fact-checking questions, where learners frequently used strategies. The results also revealed no significant correlation between strategy use frequency and content comprehension or finding correct answers.
In the conclusion, educational suggestions and future research directions are discussed.
① The frequency of strategy use in learners’ reading comprehension process was in the following order: local strategy > general strategy > metacognitive strategy. Overall, the lack of linguistic knowledge led to the marked use of local strategies that relied on deciphering unknown words in the text.
② Learners with high accuracy rates showed a pattern of using general and metacognitive strategies. , learners with low accuracy tended to give up and not use any strategies when faced with difficulties.
③ The frequency of learners’ strategy use by item was in the following order: fact-checking items > inference items > insertion items. various types and high-frequency strategies for fact-checking items.
④ The lowest correct answer rate was recorded for fact-checking questions, where learners frequently used strategies. The results also revealed no significant correlation between strategy use frequency and content comprehension or finding correct answers.
In the conclusion, educational suggestions and future research directions are discussed.
목차
1. 연구 배경
2. 선행 연구
3. 조사
4. 결과 및 고찰
5. 결론
참고문헌
要旨
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