ScholarWorks@숙명여자대학교

초록

This study examines the correlation between reading strategies and reading anxiety of learners for academic purposes. A total of 134 foreign students were surveyed for reading anxiety and reading strategies. A Google questionnaire survey was employed and analyzed using SPSS 25.0. The analysis results are as follows. First, learners with high anxiety felt significant anxiety in terms of understanding and grammar, and those with low anxiety accounted for a large proportion of cultural anxiety. It can be understood that such learners feels a lack of background knowledge for understanding the content of the text. Second, learners’ reading anxiety and strategy generally showed a positive correlation, especially culture-related anxiety throughout the reading strategy. Third, there was a difference in the usage pattern of reading strategies according to the level of cultural anxiety. These results suggest that since text encountered by learners for academic purposes requires higher use of background knowledge than general types of text, anxiety increases in this situation, and strategies are used to solve this problem. This study is meaningful in that it examines the correlation between reading anxiety and reading strategy and it empirically examines the use of strategies according to the degree of anxiety.

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