중학교에서의 영어 다독프로그램이 학습자의 정의적 특성에 미치는 영향
The Effects of Affective Factors of an Extensive Reading Program on Middle School English Learners
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초록
The purpose of this study is to examine affective factors of an extensive reading program on middle school English learners and the possibilities of applying the program to secondary school English curriculum. The study was carried out by 20 volunteers from 2nd grade students in Jeju Dong Middle School from September 2010 to January 2011. Data were collected form multiple sources to enhance the credibility of the study, that is, classroom observation notes, student journals, interviews, and feedback from English teachers who experienced an extensive reading program. The findings from the study showed that the students who were somewhat reluctant to read English books became enthusiastic participants in reading for pleasure through the program with strong confidence and motivation to read. In addition, most of the participants expressed their fondness for and belief in the role of extensive reading in developing their English proficiency. Furthermore, when it came to the question of whether to adopt the extensive approach in secondary schools, most of students who experienced extensive reading themselves quite agreed with its applicability, but some suggested that the adoption of the approach be gradual.
Abstract
The purpose of this study is to examine affective factors of an extensive reading program on middle school English learners and the possibilities of applying the program to secondary school English curriculum. The study was carried out by 20 volunteers from 2nd grade students in Jeju Dong Middle School from September 2010 to January 2011. Data were collected form multiple sources to enhance the credibility of the study, that is, classroom observation notes, student journals, interviews, and feedback from English teachers who experienced an extensive reading program. The findings from the study showed that the students who were somewhat reluctant to read English books became enthusiastic participants in reading for pleasure through the program with strong confidence and motivation to read. In addition, most of the participants expressed their fondness for and belief in the role of extensive reading in developing their English proficiency. Furthermore, when it came to the question of whether to adopt the extensive approach in secondary schools, most of students who experienced extensive reading themselves quite agreed with its applicability, but some suggested that the adoption of the approach be gradual.
참고문헌 (19)
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