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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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The purpose of this study is to examine the effect of English reading motivation and metacognitive reading strategies on EFL learners' reading achievement in Korean university setting. The results of the questionnaires and test were statistically analyzed based on the frequency analysis, descriptive analysis, factor analysis, correlation analysis and multiple regression analysis. The results were as follows: There was a significant positive correlation between English reading motivation and metacognitive reading strategies. Through this result, the higher intrinsic motivation is, the higher MARSI shows. The effects of English reading motivation and metacognitive reading strategies on English reading achievement showed that general reading strategies had an influence on English reading achievement. Through the results like this, it can be concluded that English reading achievement was more affected by metacognitive reading strategies than English reading motivation.
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참고문헌 (28)
참고문헌 신청
Baker, L. / 1984 / Handbook of reading research (Vol. 1) / Longman : 353 ~ 394
Baker, L. / 1999 / Dimensions of children's motivation for reading and their relationships to reading activity and reading achievement / Reading Research Quarterly 34 : 452 ~
Carrell, P. L. / 1989 / Metacognitive awareness and second language reading / Modern Language Journal 73 (2) : 121 ~ 134
Flavell, J. H. / 1979 / Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry / American Psychologist 34 (3) : 906 ~ 911
Gardner, R. C. / 1985 / Social psychology and second language learning: The role of attitudes and motivation / Edward Arnold
Baker, L. / 1999 / Dimensions of children's motivation for reading and their relationships to reading activity and reading achievement / Reading Research Quarterly 34 : 452 ~
Carrell, P. L. / 1989 / Metacognitive awareness and second language reading / Modern Language Journal 73 (2) : 121 ~ 134
Flavell, J. H. / 1979 / Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry / American Psychologist 34 (3) : 906 ~ 911
Gardner, R. C. / 1985 / Social psychology and second language learning: The role of attitudes and motivation / Edward Arnold
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