초록 열기/닫기 버튼
The present study reports on the effects of English proficiency, working memory, meta-cognition, English writing, and Korean reading on English literal and inferential reading. To this end, a total of 256 high school students participated in the study, and the relationships between the predictors and English reading were analyzed using structural equation modeling. Results of the study indicate that Korean literal reading, English proficiency, and working memory made a significant impact on English literal reading, whereas English narrative writing and meta-cognition failed to explain the significant proportions of variances in English literal reading. For English inferential reading task, Korean inferential reading, English argumentative writing, English proficiency, and meta-cognition significantly affected English reading, while working memory made a non-significant effect on English reading. Pedagogical implications were provided.
키워드열기/닫기 버튼
literal reading, inferential reading, L2 proficiency, working memory, meta-cognition
