Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
권호 표지
DOI QR코드

DOI QR Code

L2 Reading Difficulties Faced by Malaysian Students in a Korean University

말레이시아 학생들의 L2 읽기 문제: 한국 대학의 사례를 중심으로

  • 김경란 (단국대학교 자유교양대학)
  • Received : 2021.01.12
  • Accepted : 2021.02.20
  • Published : 2021.02.28
Download PDF
⟨ Previous Next ⟩

Abstract

The current study investigates how Malaysian ESL learners' L2 (English) speaking fluency is reflected in advanced L2 reading and what difficulties they encounter in reading comprehension. Nine Malaysian students attending a Korean university participated in qualitative research using in-depth and semi-structured interviews. The data revealed that L2 was a very familiar language, and their speaking fluency in L2 reduced the anxiety of L2 reading in general. However, it did not play a significant role in reading at an advanced level. Their difficulties in reading were mainly due to a lack of vocabulary knowledge. However, insufficient background knowledge and interest also frustrated their reading tasks. These factors lowered their reading comprehension, causing inaccurate interpretations or discouraging their endeavors to find messages from the given text. Thus, these findings should be carefully addressed in reading classes for Korean L2 learners as well as international students.

본 연구는 말레이시아 대학생들의 인식을 통해 그들의 유창한 L2 구두 능력이 고급 수준의 텍스트를 읽는데 어떻게 반영되는지와 독해 과정에서는 어떠한 어려움을 보이는지를 조사했다. 연구의 참여자는 한국 대학에 재학 중인 9명의 말레이시아 학생들로서 반 구조화 형식의 심층 면접에 참여했다. 수집된 자료는 학생들이 L2를 매우 익숙한 언어로 받아들이고 있고, 그에 따른 학생들의 유창한 구두 능력이 일반적 수준의 L2 읽기에 대한 부담감을 덜어주는 효과가 있다는 점을 보여주었다. 그러나 그들의 구두 능력이 고급 수준의 텍스트를 읽고 이해하는 데는 큰 영향을 주지 못했다. 학생들이 언급한 읽기의 어려움은 주로 어휘 지식의 부족에서 기인했으나, 배경지식과 흥미의 부족 또한 읽기 능력을 방해하는 요소로 작용했다. 이러한 요소들은 텍스트에 대한 부정확한 이해를 유발하고, 텍스트에 담긴 속뜻을 찾으려는 의지를 상실시킴으로써 학생들의 독해능력을 저하시키는 것으로 나타났다. 이 결과물은 국제학생뿐만 아니라 한국 학생들의 읽기 수업에도 적용되어 중요하게 다루어질 필요가 있다.

Keywords

References

  1. Thirusanku, J., & Malor, M. Y. (2012). The many faces of Malaysian English. ISRN Education, 1-14.
  2. Navir-Venugopal, S. (2000). Language Choice and Communication in Malaysian Business. Penerbit Universiti Kebansaan Malaysia, Bangi, Malaysia.
  3. Thirusanke, J. & Yunus, M. M. (2012). The many face of Malaysian English. International Scholarly Research Network, 1-14.
  4. Ming, T. S., Ling, T. S., & Jaafar, N. M. (2011). Attitudes and motivation of Malaysian secondary students towards learning English as a second language: a case study. The Southeast Asian Journal of English Language Studies, 17(1), 40-54.
  5. Nambiar, R. M. K. (2007). Enhancing academic literacy among tertiary learners: a Malaysian experience. The Southeast Asian Journal of English Language Studies 13, 77-94.
  6. Aziz, N. H. A. (2007). ESL students' perspectives on language anxiety. Unpublished Ph. D. thesis. Universiti Putra Malaysia: Serdang.
  7. Musa, N. C., Lie, K. Y., & Azman, H. (2012). Exploring English language learning and teaching in Malaysia. GEMA Online TM journal of Language Studies 12(1), 35-51.
  8. Ismail, N., Ismail, N., & Ramakishnan, K. M. (2007). Malaysian English versus Standard English: Which is favored? MARA University of Technology Academic Conference 2007.
  9. Subramaniam, G. (2003). Literature programs in Malaysian schools: a historical overview. In G. Subramaniam(Ed.), Teaching of Literature in ESL/EFL Contexts. Petaling Java: Sasbadi Sdn. Bhd.
  10. Darmi, R. & Albion, P. (2013). English Language in the Malaysian education system: its existence and implications. 3rd Malaysian Postgraduate Conference, 175-183.
  11. Gill, S. K., & Kirkpatrick, A. (2013). English in Asian and European higher education. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Blackwell Publishing Ltd.
  12. Wahi, W. (2015). English language literacies of undergraduate students in Malaysia's culturally and linguistically diverse environment: casualties of national language policies and globalisation? Education Research and Perspectives 42, 329-362.
  13. Azman, H. (2004). . Global English and English literacy education in Malaysia. In P. Lee, & A. H. Azman (Eds.), Global English and Primary Schools: Challenges for Elementary Education, Melbourne:CAE Press.
  14. Lewis, M. (2002). Classroom management. In J. C. Richards & W. Renandya (Eds.), Methodology in language teaching. New York: Cambridge University Press.
  15. Pennycook, A. (1994). The Cultural Politics of English as an International Language. London: Longman.
  16. Rahman, R. A. (2005). Learning English from learners' perspective. Ketaskerja Seminar Penyslidikan Pendidikan Kabangsaan ke XII 2005. Putrajaya: Kementerian Pelajaran Malaysia.
  17. Muhammad, A. M. (2007). The effectiveness of an academic reading course in facilitating tertiary students' comprehension of academic text. Unpublished Ph. D. thesis. Faculty of Education, Universiti Kebangsaan Malaysia, Bangi.
  18. Snow, C. E., Burns, M. S., & Griffin, P. (1998).Preventing Reading Difficulties in Young Children. Washington DC: National Academy Press.
  19. Mohammed, Q. & Ab Rashid, R. (2017). Reading comprehension difficulties among EFL learners: the case of first and second year students at Yarmouk University in Jordan. Arab World English Journal 8(3), 42-431. https://doi.org/10.24093/awej/vol8no1.4
  20. Chen, L. L., Maarof, N., & Yunun, M. M. (2017). Factors affecting ESL reading comprehension for Malaysian secondary school students. In International Conference on Education (ICE2) 2018: Education and Innovation in Science in the Digital Era. 542-547.
  21. Nor, F. M., Mozlan, M. H., and Rajab, A. (2015). English language teacher's perceived difficulty of English skills faced by ESL learners. Journal of Advanced Research in Social and Behavioural sciences 1(1), 12-18.
  22. Razak, N. A, N. A., and Yunus, M. M. (2016). Using action songs in teaching action words to young ESL learners. International Journal of Language Education and Applied Linguistics (IJLEAL), 15-24.
  23. Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: an assessment perspective. Language Learning 52(3), 513-536. https://doi.org/10.1111/1467-9922.00193
  24. Embi, M. A., & Mohd Amin, M. Z. (2010). Strategies for Successful English Language Learning (SELL). Shah Alam: Karisma Publications.
  25. Misbah N. H., Misbah, Mohamad, M., Yunus, M. M., & Ya'acob, A. (2017) Identifying the Factors Contributing to Students' Difficulties in the English Language Learning. Creative Education, 1999-2008. https://doi.org/10.4236/ce.2017.813136
  26. Nystrand, M. (2006). Research on the role of classroom discourse as it affects reading comprehension, Research in the Teaching of English 40(4), 392-412.
  27. Serafini, F. (2004). Images of reading and the reader. International Reading Association, 610-617.
  28. Harvey, S., & Goudvis, A. (2000). Strategies That Work Teaching Comprehension to Enhance Understanding. York, ME: Stenhouse Publishers.
  29. Raman, A., & Mohamed, A. H. (2013). Issues of ICT Usage among Malaysian Secondary School English Teachers. English Language Teaching 6(9), 74-82.
  30. Raza, M. A. (2015). Language attitude and English language learning in Pakistan. Communication Studies and Language Pedagogy 1(1-2), 95-110.
  31. Alqahtani, M. (2013). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education 3(3), 21-34.
  32. Qrqez, M., & Ab Rashid, M. (2017). Reading comprehension difficulties among EFL learners: the case of first and second tear students at Yarmouk University in Jordan. Arab World English Journal (AWEJ) 8(3), 421-431. https://doi.org/10.24093/awej/vol8no3.27
  33. Alfaki, I. M., & Siddiek, A. G. (2013). The role of background knowledge in enhancing reading comprehension. World Journal of English Language 3(4), 42-66.
  34. Block, C. C. & Israel, S. E. (2005). Reading First and Beyond: The Complete Guide for Teachers and Literacy Coaches. Thousand Oaks, CA: Corwin Press.