초등 영어 쓰기 지도의 미래 방향
Future Directions for English Writing Instruction in Elementary Schools
0
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
쓰기는 손, 눈, 두뇌를 동시에 사용하는 독특하고도 다차원적인 학습 양식으로 언어 학습에 중요한 역할을 담당하고 있다는 사실을 많은 학자들이 주장해왔다(Boyle & Peregoy, 1990; Emig, 1977; Harklau, 2002; Widdowson, 1978). 언어 학습에 있어 쓰기의 중요성을 강조하면서, 본 논문은 영어 쓰기 지도와 관련한 이론적 배경을 다양한 관점에서 재조명하고 이를 통해 앞으로 나아가야 할 효과적인 영어 쓰기 지도의 방향을 제시하는데 목적이 있다. 쓰기 교육의 이론적 내용으로, 쓰기 지도의 구성 요소, 즉 쓰기 과정에서 필요한 필수적인 지식과 기술을 살펴보았다. 더불어 책임의 점진적 이양 모델에 기반하여 모델 쓰기, 공유 쓰기, 유도 쓰기, 독립 쓰기로 전개하는 쓰기 지도의 방법을 소개하였다. 또한 3차원적(단어, 문장, 글 수준) 접근으로서의 쓰기 교수 방법에 대해 논의하였다. 마지막으로 미국 초등학교에서 활용하는 교수-학습 자료를 탐색하고, 특히 쓰기 지도에 효과적으로 활용할 수 있는 자료를 선정하여 쓰기 지도의 방법을 제안하였다.
Abstract
As writing has been advocated as a unique, multi-representational mode of learning during which a hand, eyes, and brain are used simultaneously, writing plays a pivotal role of learning a language (Boyle & Peregoy, 1990; Emig, 1977; Harklau, 2002; Widdowson, 1978). Calling for more attention to the importance of writing in language learning, this article aims to revisit the theoretical background regarding teaching English writing from a range of perspectives. The critical elements in teaching writing, that is, the essential knowledge and skills that are needed during the act of writing, were discussed. In addition, ways of teaching writing based on the gradual release of responsibility model, including modeled writing, shared writing, guided writing, and independent writing, and teaching writing as a three-dimensional practice were thoroughly discussed. Along with the discussion of the theoretical background of teaching writing, this article ultimately recommends the future direction in teaching writing. Lastly, it proposes strategies for teaching writing by using teaching materials being used in elementary schools in America.
참고문헌 (17)
- Boyle, O. F., "Literacy scaffolds : Strategies for firstand second-language readers and writers", The Reading Teacher, 44, pp.194~200 (1990)
- Donohue, K., "180 days to successful writers: Lessons to prepare your students for standardized assessments and for life" (2006), Corwin Press
- Emig, J., "Writing as a mode of learning", College Composition and Communication, 28, pp.122~128 (1977)
- Graves, D., "Composing and comprehending", pp.69~76 (1984), National Council of Teachers of English
- Harklau, L., "The role of writing in classroom second language acquisition", Journal of Second Language Writing, 11, pp.329~350 (2002)
- Krashen, S., "Writing: Research, theory, and applications" (1984), Laredo
- Kucer, S. L., "The making of meaning: Reading and writing as parallel processes", Written Communication, 2, pp.317~336 (1985)
- Leki, I., "Material, educational, and ideological challenges of teaching EFL writing at the turn of the century", International Journal of English Studies, 1(2), pp.197~209 (2001)
- Pearson, P. D., "Handbook of reading research: Volume II", pp.815~860 (1996), Lawrence Erlbaum Associates, Publishers
- Pearson, P. D., "The instruction of reading comprehension", Contemporary Educational Psychology, 8(3), pp.317~344 (1983)
- Shelton, L., "Banish boring words!" (2009), Scholastic
- Tierney, R. J., "Composing and comprehending", pp.33~45 (1984), National Council of Teachers of English
- Turbill, J., "Writing instruction K-6: Understanding process, purpose, audience" (2006), Richard C. Owen Publishers
- Watts-Taffe, S., "Using what we know about language and literacy development for ESL students in the mainstream classroom", Language Arts, 77, pp.258~265 (2000)
- Weissberg, R., "Acquiring English syntax through journal writing", College ESL, 8, pp.1~22 (1998)
- Widdowson, H., "Teacher language as communication" (1978), Oxford University Press
- Wittrock, M. C., "Composing and comprehending", pp.77~83 (1984), National Council of Teachers of English