협력 전략적 영어 읽기에 나타난 초등학생의 발화 양상
Analysis of Elementary Students’ Utterance Represented in Collaborative Strategic English Reading
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본 연구의 목적은 외국어로서의 영어를 배우는 초등학생들이 협력 전략적 읽기를 수행하는 과정에서 수준에 따라 어떠한 발화 양상을 보이는지 관찰하여 협력 전략적 읽기의 역할에 대해 어떻게 인식하는지 탐구하는데 있다. 총 24명의 5학년 학생들이 연구에 참여하였으며, 이들은 상위수준과 하위수준으로 각 3그룹씩 나누어져 수준에 따라 선정된 텍스트를 읽으며 협력 전략적 읽기를 수행하였다. 연구를 위해 수집된 자료는 발화 전사 자료와 협력 전략적 읽기의 역할에 대한 인식 조사를 위한 학생 사후 설문지를 포함한다. 발화 분석의 대상으로는 수준별로 한 그룹씩 임의로 선정하고 총 3회의 협력 전략적 읽기 활동 과정을 녹화하고 발화를 전사하여 양적과 질적 분석하였다. 본 연구의 결과로는 상위, 하위 수준 학생들 모두 ‘아는 어휘(click)와 모르는 어휘(clunk)’ 단계에서 가장 빈번한 발화가 일어났다. 더불어, 텍스트 내 모르는 단어를 마주칠 때 학생들은 질문을 하였는데, 전문가 질문, 확인 질문, 명료화 요청을 포함하였다. 미리보기 전문가와 아니! 모르니? 전문가 역할을 수행하기 쉬운 역할로 인식하였고, 하위 수준 학생들은 고급 인지 기술을 요구하는 줄거리 전문가와 질문 만들기 전문가 역할을 수행하는 데 어려움을 가졌다. 하지만 대부분의 학생들은 협력 전략적 읽기가 영어 읽기 능력을 향상시키는데 도움이 된다고 인식하였다.
Abstract
The purpose of this study is to investigate how diverse levels of EFL students’ utterance are represented in Collaborative Strategic Reading (CSR) and how they perceive CSR. The total of 24 fifth-grade students participated in this study, composing three high-level groups and three low-level groups. They were taught how CSR works, and they were engaged in CSR. For the analysis of utterances, three rounds of CSR for two focal groups (one group from each level) were selected and transcribed. This study established three research questions: (a) how the students’ utterance is represented in each stage of CSR?, (b) how the students’ utterance appears in the stage of Click and Clunk?, and (c) what are the students’ perceptions of CSR? Results showed that the students spent a large amount of time engaging in Click and Clunk in both levels. In this Click and Clunk stage, read-aloud, translation, comprehension check-up, and response utterances were often found. In addition, students asked questions each other when they encountered unknown words in texts. The questions included clunk expert questions, check-up questions, and request of clarification. Predict expert and clunk expert were regarded as easy roles to perform. However, low-level students struggled to perform summary expert and question expert which required advanced cognitive skills. Most of the students regarded CSR as helpful for them to improve their English reading ability, and they wanted to continue using it in the future English class.
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