그림책을 활용한 초등영어 수업에서 장르에 따른 언어 사용 및 문학 반응 양상 탐구
Exploring language use and literary responses in primary English lessons utilizing picture books with different genres
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This study aims to investigate primary students’ language use and literary responses in English lessons utilizing two parody and two realistic picture books. Sixteen fifth graders participated in the study. Diverse data such as students’ journals, worksheets, pre-, middle-, and post-survey, pre- and post-tests, transcription of class dialogues, and teacher’s journal was collected and analyzed qualitatively. Data analysis showed three major results. First, students comprehended characteristics of two different genres of picture books and showed a balanced approach between the two genres. The second and third results were related to the students’ responses of the two different genres. With parody picture books, students enjoyed finding the differences with the original stories, overcoming stereotypes and prejudices, and expanded their imagination by rewriting some scenes in the picture book using different viewpoints. With realistic picture books, students established their identity through indirect experiences, and reconstructed their social knowledge through discussion with their classmates and the teacher. In addition, students enhanced their information literacy through diverse activities. Based on the results, implications are suggested as follows. First, diverse genres of picture books need to be introduced to the students. Second, teachers need to prepare activities considering the characteristics of literary genres, cognitive level of the students, and their ages.
Abstract
This study aims to investigate primary students’ language use and literary responses in English lessons utilizing two parody and two realistic picture books. Sixteen fifth graders participated in the study. Diverse data such as students’ journals, worksheets, pre-, middle-, and post-survey, pre- and post-tests, transcription of class dialogues, and teacher’s journal was collected and analyzed qualitatively. Data analysis showed three major results. First, students comprehended characteristics of two different genres of picture books and showed a balanced approach between the two genres. The second and third results were related to the students’ responses of the two different genres. With parody picture books, students enjoyed finding the differences with the original stories, overcoming stereotypes and prejudices, and expanded their imagination by rewriting some scenes in the picture book using different viewpoints. With realistic picture books, students established their identity through indirect experiences, and reconstructed their social knowledge through discussion with their classmates and the teacher. In addition, students enhanced their information literacy through diverse activities. Based on the results, implications are suggested as follows. First, diverse genres of picture books need to be introduced to the students. Second, teachers need to prepare activities considering the characteristics of literary genres, cognitive level of the students, and their ages.
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