초록 열기/닫기 버튼
The purpose of this study is to investigate the correlation among L1 reading and L2 reading strategy use, and the levels of L2 reading proficiency of Korean middle school students. 143 students from 7th to 8th grade participated in the survey, responding to 5-Likert self assessment questionnaire. The methods of correlation and MANOVA of SPSS ver. 18 were used. The results of the study were as follows: First, there were a strong correlation between L1 and L2 reading strategy use, and a moderate correlation between L2 reading strategy use and the levels of L2 reading proficiency. A positive correlation was shown between the levels of L2 reading proficiency and L1 reading strategy use. Second, the use of L2 reading strategies and the levels of L1 reading proficiency varied according to the levels of students L1 reading strategy use. For example students of the high-level group used more L2 reading strategies than those of the mid-level group; students of the mid-level group used more L2 reading strategies than those of the low-level group whereas only the levels of L2 reading proficiency of the high- and low-level groups could be distinguished from each other. The results of the study imply that the ability of using L1 reading strategy affects the ability of using L2 reading strategy strongly and it also weakly affects the level of L2 reading proficiency.
키워드열기/닫기 버튼
L1 and L2 reading strategy, L1 and L2 correlation, L1 transfer
