Teacher Beliefs and Extensive Reading (ER): Articulating the Ambiguities of ER Principles
0
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
This study explored the beliefs and experiences of six student teachers enrolled in a teaching practicum, which was an elective course in an MA TESOL program at a private university in Seoul. The teaching practicum also functioned as an after-school extensive reading (ER) program for 20 high school students from a co-ed private high school who volunteered to participate in the program. The student teachers met with the high school students during a 10 week period, and the student teachers led the class with ER activities based on the weekly reading assignments. Throughout the program, the student teachers worked in small groups and took turns team-teaching the class. Prior to the ER lessons, the student teachers participated in a four-week training program in which they received instructions on ER theory and approaches; furthermore, they worked in small groups and developed teaching materials and lesson plans together. The student teachers also participated in two focus group interviews with the researcher after completion of the program. Findings of the study indicate that their beliefs and perceptions toward extensive reading were ambiguous and they had very little confidence in themselves as role models of ER. This study suggests that teachers not only need to gain first-hand experience in ER themselves, but they also need an opportunity to articulate their beliefs and perceptions toward ER, which must become much more tangible for them.
Abstract
This study explored the beliefs and experiences of six student teachers enrolled in a teaching practicum, which was an elective course in an MA TESOL program at a private university in Seoul. The teaching practicum also functioned as an after-school extensive reading (ER) program for 20 high school students from a co-ed private high school who volunteered to participate in the program. The student teachers met with the high school students during a 10 week period, and the student teachers led the class with ER activities based on the weekly reading assignments. Throughout the program, the student teachers worked in small groups and took turns team-teaching the class. Prior to the ER lessons, the student teachers participated in a four-week training program in which they received instructions on ER theory and approaches; furthermore, they worked in small groups and developed teaching materials and lesson plans together. The student teachers also participated in two focus group interviews with the researcher after completion of the program. Findings of the study indicate that their beliefs and perceptions toward extensive reading were ambiguous and they had very little confidence in themselves as role models of ER. This study suggests that teachers not only need to gain first-hand experience in ER themselves, but they also need an opportunity to articulate their beliefs and perceptions toward ER, which must become much more tangible for them.
참고문헌 (45)
- Anderson, N. J., "Second language reading research and instruction: Crossing the boundaries", pp.117~143 (2009), Michigan University Press
- Apple, M., "Extensive reading and the motivation to read : A pilot study", Doshiba Studies in Language and Culture, 8(1), pp.193~212 (2005)
- Arnold, N., "Online extensive reading for advanced foreign language learners : An evaluation study", Foreign Language Annals, 42(2), pp.340~366 (2009)
- Belgar, D., "The effect of pleasure reading on Japanese EFL learners’ reading rates", Language Learning, 62, pp.665~703 (2012)
- Borg, S., "Teacher cognition and language education" (2006), Bloomsbury
- Burgh-Hirabe, R., "A model motivation for extensive reading in Japanese as a foreign language", Reading in a Foreign Language, pp.72~93 (2013)
- Campbell, R., "The teacher as a role model during Sustained Silent Reading", Reading in a Foreign Language, 23(3), pp.179~183 (1989)
- 차지은, "The Effects of Extensive Reading on Enhancing Vocational High School Students’ L2 Vocabulary & Reading Rates", 영어교육, 64(3), pp.3~30 (2009), 한국영어교육학회[DOI]
- Cho, K., "Sustained silent reading among Korean teachers of English as a Foreign Language : The effect of a single exposure to interesting, comprehensible reading", Reading Improvement, 38, pp.170~174 (2001)
- Creswell, J., "Qualitative inquiry and design : Choosing among five approaches" (2007), Sage
- Cunningham, A. E., "Early reading acquisition and its relation to reading experience and ability 10 years later", Developmental Psychology, 33, pp.934~945 (1997)
- Davis, C., "Extensive reading: An expensive extravagance?", ELT Journal, 49(4), pp.329~336 (1995)
- Day, R., "Extensive reading in a second language classroom" (1998), Cambridge University Press
- Day, R., "Extensive reading in the second language classroom" (2002), Cambridge University Press
- Day, R., "Extensive reading in Japanese", Reading in a Foreign Language, 16, pp.20~39 (2004)
- Elley, W. B., "The impact of reading on second language learning", Reading Research Quarterly, 19, pp.53~67 (1983)
- Freire, P., "Pedagogy of the oppressed" (1970), Continuum
- Green, C., "Integrating extensive reading in the taskbased curriculum", ELT Journal, 59, pp.306~311 (2005)
- Hafiz, F., "Graded readers as an input medium in L2 learning", System, 18, pp.31~42 (1990)
- Janopoulous, M., "The relationship of pleasure reading and second language writing proficiency", TESOL Quarterly, 20, pp.763~768 (1986)
- Judge, P. B., "Driven to read : Enthusiastic readers in a Japanese high school’s extensive reading program", Reading in a Foreign Language, 23(2), pp.161~186 (2011)
- Kamberelis, G., "The Sage Handbook of Qualitative Handbook", pp.545~561 (2011), Sage Publications
- Kruegar, R. A., "Focus groups : A Practical Guide for Applied Research" (2000), Sage Publications
- Kweon, S., "Beyond raw frequency : Incidental vocabulary acquisition in extensive reading", Reading in a Foreign Language, 20, pp.191~215 (2008)
- Loh, K., "Teacher modeling: Its impact on an extensive reading program", Reading in a Foreign Language, pp.93~118 (2009)
- Maley, A., "Surviving the 20th century", English Teaching Professional, 10, pp.3~7 (1999)
- Methe, S. A., "Evaluating teacher modeling as a strategy to increase student behavior", School Psychology Review, 32(4), pp.617~624 (2003)
- Mohd Asaraf, R., "Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading program", Reading in a Foreign Language, 15(2), pp.83~102 (2003)
- Nakanishi, T., "A meta-research of extensive reading research", TESOL Quarterly, 49(4), pp.6~37 (2015)
- EFL reading and writing, "Teaching ESL", pp.2009, Nation, I. S. P.
- Nishino, T., "Beginning to read extensively : A case study with Mako and Fumi", Reading in a Foreign Language, 19(2), pp.76~105 (2007)
- Nuttall, C., "Teaching reading skills in a foreign language" (1982), Heinemann
- Nuttall, C., "Teaching reading skills in a foreign language" (2005), Heinemann
- Pigada, M., "Vocabulary acquisition from extensive reading : A case study", Reading in a Foreign Language, 18, pp.1~28 (2006)
- Pluck, M. L., "Teacher and parent modeling of recreational reading", New Zealand Journal of Educational Studies, 19(2), pp.114~123 (1984)
- Raibee, F., "Focus-group interview and data analysis", Proceedings of the Nutrition Society, 63, pp.655~660 (2004)
- Renadya, W. A., "Extensive reading with adult learners of English as a Second Language", RELC Journal, 30, pp.39~60 (1999)
- Richardson, C., "A question of access and exploration of the factors influencing the health of young males aged 15-19 living in Corby and their use of health care services", Health Education Journal, 60, pp.3~6 (2001)
- Robb, T., "Extensive reading vs. skills building in an EFL context", Reading in a foreign language, 5, pp.239~251 (1989)
- Saldana, J., "The coding manual for qualitative researchers" (2009), Sage
- Shin, S. K., "It cannot be done alone : The socialization of novice English teachers in South Korea", TESOL Quarterly, 46, pp.542~567 (2012)
- Shin, Insook, "The Effects of Different Types of Extensive Reading Materials on Reading Amount, Attitude, and Motivation", 영어교육, 61(1), pp.67~88 (2006), 한국영어교육학회
- Takase, A., "Japanese high school students’ motivation for extensive reading", Reading in a Foreign Language, 19(1), pp.1~18 (2007)
- Tsang, W., "Comparing the effects of reading and writing on writing performance", Applied Linguistics, 17, pp.627~642 (1996)
- Walker, C., "A self access extensive reading project using graded readers with particular reference to students of English for academic purposes", Reading in a Foreign Language, 11, pp.121~149 (1997)