The aim of the present study was to examine factors affecting Korean university EFL learners' English reading comprehension across two reading tasks (i.e., literal vs. inferential reading). To this end, five latent factors (linguistic, cognitive, affective, social, and English reading) were targeted, and the structural relationships among these five factors were analyzed through structural equation modeling (SEM) technique. Results of the present study demonstrate that for literal reading comprehension task, linguistic, cognitive, and social factors made a significant and direct impact on Korean university students' English reading performances, whereas the effect of affective factor was not significant. Regarding the inferential reading task, only linguistic and cognitive factors were significantly and positively associated with Korean university students' English reading comprehension. Implications for pedagogy as well as for future research directions were also provided.

I. 연구목적 및 필요성
 II. 이론적 배경
  1. 제2 언어 읽기와 언어적 및 인지적 요인
  2. 제2 언어 읽기와 정의적 및 사회적 요인
  3. 사실적 및 추론적 읽기
 III. 연구 방법
  1. 연구 참여자
  2. 연구 도구
  3. 자료 분석
 IV. 결과 및 논의
  1. SEM 분석 결과: 사실적 영어 읽기
  2. SEM 분석 결과: 추론적 영어 읽기
 V. 결론 및 시사점
 참고문헌

• 배태일(영남대학교) | Pae Tae-Il