대학 영어독해 수업의 효과적인 교수 방법을 위한 행동연구
Action research for an effective reading class at college level
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참고문헌
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초록
The study was designed to explore effective ways of teaching reading class through action research at college level. The researcher formulated 9 activities for a reading class based on the recent issues of reading research and implemented the lessons for one semester to 122 college freshmen. The data was collected from teaching journals, class observation, student surveys, student group interviews, and teacher surveys. The research results reveal that students strongly favored incorporating listening activities in reading class, and showed a high preference toward reading strategy training and top-down reading activities, while also favoring bottom-up activities like translation exercises. Incorporating writing activities in reading class was least favored by the students. Students addressed their need to learn more about grammar, vocabulary, and sentence structures, which indicates that college freshmen may not receive enough bottom-up training during high school days. The collaborative activities in reading class were positively accepted among students, but it was suggested that keeping regular group members during the study period and assigning the role to each group member are the key to success in activating group discussion in a reading class.
Abstract
The study was designed to explore effective ways of teaching reading class through action research at college level. The researcher formulated 9 activities for a reading class based on the recent issues of reading research and implemented the lessons for one semester to 122 college freshmen. The data was collected from teaching journals, class observation, student surveys, student group interviews, and teacher surveys. The research results reveal that students strongly favored incorporating listening activities in reading class, and showed a high preference toward reading strategy training and top-down reading activities, while also favoring bottom-up activities like translation exercises. Incorporating writing activities in reading class was least favored by the students. Students addressed their need to learn more about grammar, vocabulary, and sentence structures, which indicates that college freshmen may not receive enough bottom-up training during high school days. The collaborative activities in reading class were positively accepted among students, but it was suggested that keeping regular group members during the study period and assigning the role to each group member are the key to success in activating group discussion in a reading class.
참고문헌 (39)
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