The purpose of the current study was to explore the effects of background knowledge, time pressure, and involvement on reading comprehension. One hundred and twenty college students read three passages and answered comprehension questions in eight different experimental conditions: activated vs inactivated background knowledge, with vs without time pressure, and high vs low involvement. The results showed main effects of background knowledge and involvement on reading comprehension, indicating essential roles of background knowledge in facilitating the processes of reading comprehension in Korea’s EFL educational contexts. In addition, the study found an interaction effect of background knowledge and time pressure on reading comprehension. Pedagogical implications are suggested.

I. 서론
 II. 선행연구
  1. 배경지식과 읽기 이해
  2. 시간압박과 독해 성과의 관계
  3. 관여도(involvement)
 IV. 연구방법
  1. 실험설계 및 참여자
  2. 실험자극의 조작화
  3. 설문 내용과 종속 변수 및 조작의 측정
 IV. 분석 결과 및 토의
  1. 실험조작의 검증
  2. 배경지식, 시간압박, 관여도의 읽기 이해도에 미치는 영향
 V. 결론
 참고문헌

• 송희심(서경대학교) | Song, Heshim