영어 지속적 묵동 활동이 읽기 이해도와 속도에 미치는 영향
The Effect of Sustained Silent Reading on Reading Comprehension and Reading Speed
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지속적 묵독(sustained silent reading)은 수업 시간에 일정한 시간을 할애하여 학생들이 꾸준히 자율적으로 읽는 활동으로서 본 연구의 목적은 일반적인 토익 대비 수업에 지속적 묵독 활동을 병행하여 실시할 때 학생들의 읽기 이해도와 속도에 어떤 영향을 주는지 조사하고 또한 학생들이 선택하여 읽은 영어 텍스트에 대하여 흥미도와 난이도 면에서 어떤 반응을 보이는지 알아보고자 하였다. 이를 위하여 대학의 토익 관련 과목 한 학기 동안 한 분반의 학생들은 일반적인 문제풀이, 어휘, 문법 설명 위주의 교수자 중심 수업으로 진행하였고 같은 과목의 다른 분반 학생들은 매주 수업 시간에 15분에서 20분 정도의 시간을 할애하여 지속적 묵독 활동을 병행하였다. 읽기 자료로는 영어 학습용 읽기 교재에서 연구자의 판단에 학생들이 흥미 있게 읽을 수 있는 평균 500단어 정도의 텍스트를 선택하여 활용하였다. 학기 초와 학기 말에 읽기 이해도와 문제풀이 속도, 읽기 속도를 측정한 결과 읽기 이해도와 문제풀이 속도 면에서는 실험반과 통제반 모두 사후에 유의한 향상을 보여주었고 그 향상의 정도는 통제반에 비하여 실험반에서 더 높게 나타났다. 읽기 속도면에서는 지속적 묵독을 시행한 실험반의 경우에는 학기 말에 읽기 속도가 향상을 되었고 일반적인 토익 대비 수업을 한 통제반은 통계적으로 유의한 향상을 보여주지 않았다. 그러나 읽기 속도 향상의 정도가 실험반과 통제반 사이에 유의한 차이는 없었다. 그리고 학생들이 느끼는 텍스트의 흥미도와 난이도 사이에는 어느 정도의 상관관계가 존재하였다.
Abstract
Sustained silent reading (SSR) is usually defined as a students’ silent reading activity conducted in the fixed period of time in class. The main purpose of this study was to investigate the effect of SSR which was applied in TOEIC instruction in the college classroom to see the effect on the students' reading speed and reading comprehension. For one semester, the control group class consisted of traditional TOEIC practices, and the students of the experimental group, besides their regular TOEIC practices, read texts (about 500 words on average) from various English reading materials for 15 to 20 minutes on their own every class for one semester and filled in the activity sheets on which they marked the level of text interest and difficulty. The students' English reading comprehension and reading speed was measured twice, at the beginning and the end of the semester. The data showed that SSR class showed more improvement in terms of reading comprehension than the control class, but not in reading speed. However, the students of the SSR class answered more items in post reading comprehension test than the students of the control class. As for the students' responses to the texts’ interest and difficulty, it seemed that the easier the text was, the more interested the students were. The text difficulty, which was measured by the readability index that calculates text difficulty, was similar compared with the difficulty perceived by the students.
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