This study investigates the effect of strategies-based English reading programs on reading proficiency and affective domains of underachieving elementary school students. Eight fifth-grade students were selected and assigned to either the phonics/vocabulary learning group or the vocabulary/sentence learning group for two hours a week for 16 weeks. To address the research questions, data were collected from four main sources: English reading tests, questionnaire surveys, students’ learning logs and in-depth interviews with the students. The results of the study revealed that the English reading programs had positive impact on the students’ understanding of the relationship between letters and sounds, word recognition ability, and sentence reading. As students accumulated successful reading experiences, their self-confidence, interest in reading, and class participation increased while anxiety decreased. The study also revealed that there were differences in using strategies among students in each group, with higher level students tending to use higher-dimensional strategies with more variety than less able students. In conclusion, the leveled English reading programs customized for underachievers appear to be effective in assisting underachievers in their English reading skills.

This paper examines whether and how L2 learners’ reading strategies vary depending on the task type or on the measure of eliciting strategy use. Participants were 28 college students in a Korean university. Two reading tasks (i.e., reading for comprehension vs. reading for summarizing) and three measures of strategy use (i.e., pre-reading strategy survey, while-reading think aloud, and post-reading strategy check list) were employed to answer the posed research questions. The researcher’s observation of the participants’ thinking-aloud and a post-task interview were also implemented for data triangulation. All the participants completed two tasks based on two texts (one for each) selected from the same chapter in a book that were considered equivalent in length, readability, and topic. The results revealed that the number of reading strategies reported decreased dramatically in the order of strategy survey, strategy check list, and think aloud. Significantly more frequent use of reading strategy was found in reading for comprehension than in reading for summarizing, large portion of which was devoted to bottom-up style decoding, while in reading for summarizing the students approached the text with more focused attention caring about propositional connections at discourse level. Some other findings are presented along with implications for reading research and for L2 reading instruction.

본 연구는 중국 내 대학 한국어 중급 학습자를 대상으로 읽기 전략 사용 양상을 살펴보고자 한다. 이를 위해 읽기 능숙자 집단과 미숙 자 집단을 나누어 사고구술법을 활용하여 텍스트 유형별로 두 집단이 사용하는 전략 양상의 차이점과 공통점을 살펴보았다. 본 연구의 주요 결과는 다음과 같다. 첫째, 두 집단이 설명문을 읽을 때 두드러진 차이를 보이지만 서사문을 읽을 때 전략 각 범주의 분포에서 두드러진 차이를 보이지 않았다. 둘째, 능숙자 집단은 텍스트 유형에 따라 사용하는 읽기 전략에서 다른 양상이 나타나고 미숙자 집단은 거의 같은 전략을 사용하 는 경향이 도출되었다. 셋째, 능숙자 집단이 서사문보다 설명문에 더욱 뛰어나고 우세를 가졌지만 미숙자 집단은 설명문보다 서사문을 조금 더 빠르게 읽고 선호하는 경향을 보였다.

Purpose: Previous studies rarely investigated the effects of the metacognitive reading strategies on reading engagement, particularly in globalized higher education, while those studies examined reading problems and engagement with lower reading level. The purpose of this study is to investigate the effects of the metacognitive reading strategies including global reading, problem solving, and supporting reading on reading engagement that include argentic, behavior, emotional, and cognitive engagement in global learning environment. This study investigated research questions: how do global reading, problem solving, and supporting reading strategies affect argentic, behavior, emotional, and cognitive reading engagement? Research design, Data, and methodology: This study collected data via online survey in globalized learning environment. This study applied statistical analyses, such as factor and regression analyses and ANOVA. Results: The results of this study showed that metacognitive reading strategies had significant effects on student reading engagement while they were reading class materials in English for academic purposes. Conclusions: This study provides managerial implications in higher education by providing better strategies to enhance learning skills in global context. In particular, this study provides implications that the effects of problem solving and supporting strategies could be improved by adopting better management systems in globalized education.

본고에서는 읽기 능력 신장을 위해서는 체계적이고 실제적인 전략중심의 읽기 교육이 실시되어야 한다는 점에서, 전략 중심 한국어 읽기 교재개발 방향과 단원 구성을 살펴보았다. 먼저 학문 목적의 한국어 읽기 교재를 대상으로 읽기 전략의 교수-학습 내용과 방법적 측면에 대해 분석하였다. 분석 결과, 읽기 과정에 따른 특정 전략만이 반복적으로 나타났으며, 다수의 교재가 전략을 학습 활동에서 암시적으로 사용하도록 하였다. 읽기 전략을 명시적으로 제시한 교재에서는 전략을 적용 연습하는 기회가 충분하지 않았고, 전략의 조건적 지식, 절차적 지식 등이 드러나지 않았다. 따라서 본고에서는 이러한 문제점을 해결하기 위한 방안으로, 다양한 읽기 전략의 교수-학습 내용이 마련되어야 하며, 읽기 전략은 반드시 명시적으로 교수-학습되어야 함을 제안하였다. 또한 명시적으로 제시된 읽기 전략은 충분한 연습을 통해 내재화할 것을 제안하였다. 그리고 교재에서 제공하는 읽기 활동은 읽기 전략 사용을 지향하는 것이어야 함도 제안하였다.

This study aims to investigate the relationship between metacognitive awareness and the use of reading strategies in L1 and L2 reading depending on the participants' L2 reading proficiency. A total of 167 Korean EFL university students participated in this study. They responded to questionnaires asking about their metacognitive reading strategies in their L1 and L2 reading for academic purposes. The findings showed that (a) there were positive relationship between L1 reading and L2 reading in terms of their use of metacognitive reading strategies, and (b) significant differences were found in the use of strategies in L1 vs. L2 reading in terms of L2 reading proficiency: L1 and L2 global strategy use in the high proficiency group, L1 and L2 support strategy use in the high, intermediate, and low proficiency groups, and overall L1 and L2 metacognitive reading strategy use in the intermediate proficiency group. There were no significant differences in L1 and L2 problem-solving strategy use in all three proficiency groups. The most influential factor in predicting overall use of L2 metacognitive reading strategies was found to be L1 global strategy use. Pedagogical implications for strategy-based reading instruction were suggested.

This paper is an attempt to interpret "Ash Wednesday" based on the assumption that religion as the background of life indeed can contribute to the salvation of mortals, and to examine how Eliot can reach the 'still point' in the Christian view. Religion(Religare in Latin) means the reunion between The Absolute and humans on the basis of the cleansing of The Original Sin caused in Eden. On the other hand, it may be the great spirit of 'engagement' as nothingness standing against existence. Further, religion becomes not only a way of an imaginary level defending grim reality, but also a 'presence' determined over innumerable ages to save humans from the horror of death. Eliot, believing poetry can function as a substitute for religion, pursued several aspects of religion to grasp the very essence of life and an unknown stage after life. But he might have gone through severe conflicts between religion without consciousness and religion with consciousness as Paul de Man put it. Through reading "Ash Wednesday," this can be associated with whether religion serves as a role of a mid-wife or a soporific. As a whole, this poem surely touches upon 'washing worldly cares' such as honors and achievements on Earth, or 'baptism' in the Christian way. In this sense, the poetic narrator thinks that "the aged eagle" tries to fully stretch his/ her wings, which only become mechanical gestures and squirmings harboring under Heaven, revealed in "infirm glory" and "transitory power." After the narrator died, his/ her flesh was gulped down by carnivorous "leopards" and then the dry bones were exposed to the earth. This stands for the process of naturalization that must be destined for all living things. Under "a juniper tree," Elijah cried and faced his cruel fate, but "The Lady" was only indulged in "contemplation" regardless of his pressing situation. This can be thought of as 'A View of White Bones' issued from Hinayana as found in the lines: "Where all loves end/ Terminate torment/ Of love unsatisfied/ The greater torment/ Of love satisfied." Consciousness, escaping from its body, moved to a transcendental level through "the toothed gullet of an aged shark." This step can be equivalent to Jonah's regeneration, needing negation of worldly concerns. The process of negation, as shown in Upinishad, must be necessary for the dead to renew their souls, so they can expect the amazing grace of the Creator. After having forgotten his earthly affairs through limbo, the narrator came to "the third stair," in which some blessed and comfortable environments were given to him/ her: "spring," "fiddles," and "flutes." Here there are no values of things that humans valued extremely on Earth. The values are merely for either 'exchange value' or 'sign value' just a kind of made-up value. Self-restoration happens after "Mary" leads "the others" across the other shore of Lethe and "fiddles" and "flutes" wash their ears, equivalent to a regenerative scene of "unicorn" leading "hearse." The reality of "signed" cross exists in the apocalyptical background of "the silent sister" and functions as a way of redemption. The Creator sends his holy message to creations by "wind" as "the token of the word unheard, unspoken" corresponding to some sensible revelation. Eliot doubts authenticity of language since he thinks that "the unheard, unspoken word" can be the true word "for the world," and values "enough silence." In this way, "those who walk in darkness" are those who pursue 'self' and "those who avoid the face" are those who disregard 'self.' The poet does not want "to turn again," which means that he may recognize the principle of entropy heading from valuable Eros to valueless Thanatos. The prayer like "Bless me father" can correspond to the ego-centric desire of the narrator, for he/ she tries to transfer his / her own faults to the God. The Human's spirit, "weak spirit," is merely a "lost heart" which can cause "lost lilac" and "lost sea," and arbitrarily drives "salt savour of the sandy earth." In conclusion, Eliot, reminding me of a missing and crying baby yearning for its lost mother, reflects on his bitter past on the assumption of his imaginary death. His 'alter-ego,' the narrator, through the process of sweeping off worldly cares, eventually gets to "place of solitude" dusting off "time of tension" and comes to learn how "to sit still" under "the juniper tree." Thus he becomes to be reborn in one with "spirit of the river" and "spirit of the sea," which means an esoteric level of enlightenment through which Buddha must have overcome the glossy temptations of Maya. But wandering long since being banished from Eden, Cain's offsprings heartily wish for the ecstatic recurrence of it. Eliot says that we can come to terms with the Maker only through burning each secular soul and body as becoming "ash," meaning the extinction of fiery desire.