Developing English Language Teaching Materials Using a Text-driven Approach
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참고문헌
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초록
This study explores a group of eighteen graduate school students' experiences with a text-driven approach during an English materials development class conducted in the spring semester of 2013 in Seoul. The research was designed to raise awareness of the effectiveness of the text-driven approach suggested by a number of researchers as an effective method of developing language teaching materials. Its emphasis rests on personal responses to texts by using various multidimensional mental representations such as visualization and inner speech. Unlike conventional reading activities, a text-driven approach does not check readers' comprehension by asking true- or-false types of questions. Instead, it provides various opportunities to experience the text with the reader's experiences and allows the readers to take advantage of all the knowledge they have. Despite its benefits for English second language learners, however, many Korean ELT practitioners are unaware of its very existence. The researcher, therefore, designed a seven-week project to introduce and to raise awareness of the approach to the graduate students who took the ELT materials development class. The participants of this study experienced the whole process of writing text-driven materials, from brainstorming topics for text writing to assessing materials developed by peers. Questionnaires, semi-structured interviews, and materials developed by the students were used to collect the data. The results of the questionnaires revealed that the students not only raised the awareness of the approach, but also recognized its differentiating features from conventional reading activities and its possible effectiveness as an ELT materials development method. The students' semi-structured interviews and the materials represented how much they had learnt about the approach from the project. Longitudinal classroom research where the text-driven material is taught was suggested as continuing research in order to localize the approach in the Korean context.
Abstract
This study explores a group of eighteen graduate school students' experiences with a text-driven approach during an English materials development class conducted in the spring semester of 2013 in Seoul. The research was designed to raise awareness of the effectiveness of the text-driven approach suggested by a number of researchers as an effective method of developing language teaching materials. Its emphasis rests on personal responses to texts by using various multidimensional mental representations such as visualization and inner speech. Unlike conventional reading activities, a text-driven approach does not check readers' comprehension by asking true- or-false types of questions. Instead, it provides various opportunities to experience the text with the reader's experiences and allows the readers to take advantage of all the knowledge they have. Despite its benefits for English second language learners, however, many Korean ELT practitioners are unaware of its very existence. The researcher, therefore, designed a seven-week project to introduce and to raise awareness of the approach to the graduate students who took the ELT materials development class. The participants of this study experienced the whole process of writing text-driven materials, from brainstorming topics for text writing to assessing materials developed by peers. Questionnaires, semi-structured interviews, and materials developed by the students were used to collect the data. The results of the questionnaires revealed that the students not only raised the awareness of the approach, but also recognized its differentiating features from conventional reading activities and its possible effectiveness as an ELT materials development method. The students' semi-structured interviews and the materials represented how much they had learnt about the approach from the project. Longitudinal classroom research where the text-driven material is taught was suggested as continuing research in order to localize the approach in the Korean context.
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