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초등영어 교사의 문해력 지식과 읽기 지도 실행 탐색

An examination of teachers’ knowledge of English literacy skills and their teaching practices at the elementary school level

이윤
외국어교육연구소 (Institute of Foreign Language Education)|2024.02|외국어교육연구 (Studies in Foreign Language Education)|제38권 제1호|pp. 1-21|DOI 10.16933/sfle.2024.38.1.1

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참고문헌

키워드

교사 지식Teachers’ Knowledge읽기 수업수업 실행문해력 발달Key words: Reading InstructionTeaching Practice of readingLiteracy Development

초록

본 연구는 초등영어 교사의 문해력 지식이 읽기 지도 수업 실행 과정에 어떻게 구현되는지를 분석한 것이다.주요 연구도구는 면담으로 서울특별시 및 경기도 소재 초등학교에서 영어지도를 하는 현직 교사 21명을 선정하여 2차에 걸친 면담을 실시하였다. 면담 결과는 녹음 전사하여 Grounded Theory에 기반하여 데이터 코딩 및 분류 및 위계화를 통해 결과를 도출하였다. 분석 결과, 초등학교 영어 교사의 문해력 지식은 실제 문해력과 관련된 지도에 필요한 지식은 부족했다. 반면에 수업 구성이나 수업 전략, 교수 방법은 능숙했다. 초등영어 읽기에 대한 교사들의 신념은 대부분 반복읽기에 의한 읽기 능력 향상으로 수업은 반복 읽기를 중심으로 한 활동 중심이었다. 교사들의 가장 큰 문제는 읽기 부진아 지도에 대한 무력감이었다. 결론적으로 초등영어 교사들의 문해력 지식은 의미 중심 이론에 치우쳐 있었는데, 이는 교사 양성기관의 교육과정부터 초등영어 교과서 및 지도서, 영어 교육과정이 의미 중심 읽기 지도에 기반하기 때문이었다. 반면 파닉스에 기반한 알파벳 규칙 지도에 관해서는 기초지식이 부족했다. 연구 결과를 바탕으로 교사들에게 문해력 지식을 교육하는 일이 시급하며, 교사교육, 교과서 등과 연계하여 문해력 습득에 관한 과학적 접근이 필요함을 제언하였다.

Abstract

This study explores teachers’ knowledge essential for supporting literacy development and their practices at the elementary school level. The study focuses on how teachers’ knowledge and beliefs represent in the process of reading instruction. For this purpose, twenty-one elementary school teachers were interviewed, and all data were interpreted using in-depth analysis based on the grounded theory. Findings indicate that teachers lack knowledge required for literacy instruction and this result is related to teachers’ educational background. Teachers’ major teaching method is repeated reading, because they believe repeated reading leads to reading development. Some teachers use tailored routines during instruction. On the other side, some teachers emphasize phonics, because they believe phonics assist word reading. However, many teachers are struggling to deal with the slow readers. Although teachers realized that struggling readers should learn alphabetic principles for word reading, there are some obstacles: Teachers' knowledge base is insufficient for the literacy-focused instruction and activities and strategies of textbooks were biased to the meaning-based, therefore the code-based content for acquiring alphabet principles is rarely provided. On the basis of the results, recommendations for enhancing teacher's professionalism of effective literacy instruction are proposed.

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관련 논문AI추천

초등영어 교사의 읽기지도 전문성: 교과지식, 신념, 실행이윤외국어교육연구소 · 외국어교육연구2023 · 제37권 제1호초등 영어 수업에서 파닉스 기반 읽기 지도에 관한 실태 조사김영현21세기영어영문학회 · 영어영문학212014 · 제27권 제4호초등영어 읽기 수업 효과: 읽기 시간, 지도역량, 과제 집중도 (관찰 연구)이윤외국어교육연구소 · 외국어교육연구2025 · 제39권 제1호초등교사는 어떤 읽기 PCK를 필요로 하는가? - 읽기 PCK의 내용과 표현 방식에 대한 요구를 중심으로 -편지윤교육연구원 · 학교와 수업 연구2025 · 제10권 제3호Effective Reading Instruction for Korean Young Learners of English김종훈한국영어영문학회 · 영어영문학2011 · 제16권 제2호Teachers’ Knowledge and Perceptions of English Reading Comprehension and Instruction for Struggling Readers in Secondary Schools김은주외국어교육연구소 · 외국어교육연구2022 · 제36권 제4호

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