The Korean Association for the Study of English Language and Linguistics

Korean Journal of English Language and Linguistics - Vol. 22
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Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp. 1199-1219
Abbreviation: KASELL
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Received 02 Sep 2022 Revised 10 Oct 2022 Accepted 30 Oct 2022
DOI: https://doi.org/10.15738/kjell.22..202210.1199

의미 중심 읽기 지도법이 중학생 영어 학습자의 읽기 능력과 읽기 태도에 미치는 영향
김보강 ; 김정은
전북대학교
전북대학교

Differentials effects of meaning- versus form-focused reading on secondary EFL learners’ development of reading ability and reading attitudes
Bo-gang Kim ; Jeong-eun Kim
(1st author) Ph.D. Candidate, Department of English Language and Literature, Jeonbuk National University (sekjonge@naver.com)
(corresponding author) Associate Professor, Department of English Language and Literature, Jeonbuk National University (jek48@jbnu.ac.kr)

© 2022 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium provided the original work is properly cited.
Abstract

The present study investigated the differential effects of form-focused versus meaning-focused reading on the English foreign language (L2) learners’ development of reading comprehension and reading attitudes (e.g., L2 reading enjoyment and confidence). Thirty secondary L2 learners of English participated in the study, who were then randomly assigned to either a 15-week form-focused reading program or meaning-focused reading program (n=15, respectively). A pre-post repeated design was employed; learners’ reading comprehension was assessed using a standardized reading proficiency measure (i.e., TOSEL Junior) and the reading attitudes were measured using a set of questionnaires. The results found a significant development of English reading comprehension and significant increase in L2 reading enjoyment/confidence for the meaning-focused participants while the effect was non-significant for the form-focused participants. The results are then discussed in relation to the nature of reading comprehension and the characteristics of meaning-focused reading, and the participants’ different perceptions of the two reading programs.

Keywords: meaning-focused reading, form-focused reading, reading comprehension, reading attitudes, L2 reading enjoyment, L2 reading confidence
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