수준별 영어 다독 프로그램의 학교현장 적용 사례연구
A case study of implementing a level-based extensive reading program in school settings
0
조회
0
다운로드
17
인용
0
참고문헌
키워드
초록
Abstract
The purpose of this study is to implement a level-based extensive reading program in school settings in order to help students develop English proficiency and to enhance positive attitudes toward English reading. The book-flood program was applied to students assigned to the extensive reading club for eight months. They were encouraged to read texts from a variety of genres within their proficiency level in regular club meetings and outside of class. For effective reading, they were offered several tools created by the teacher. Data collection was done through learning style questionnaires, teacher interviews, written tests, and group journals, so as to examine the effects of the study. The results of the study are as follows: 1) The language skills, particularly reading, were evenly improved in all three levels. 2) The students in the highest group developed their own personal reading styles, while the intermediate group showed the most positive attitude toward reading.
참고문헌 (15)
- 교육부, "외국어과 교육과정(Ⅰ)", (1997-15) (1998)
- 영어과 수준별 교재모형 개발 위원회, "영어과 수준별 교재모형 연구개발" (2005)
- 신인숙, "영어 지속적 묵독에서 자료 유형이 속도, 이해도, 태도와 동기에 미치는 영향" (2004)
- 오미경, "The Effectiveness of Extensive Reading in Developing English" (2002)
- 이수정, "창의성 신장 프로그램을 병행한 다독활동이 언어학습자에게 미치는 영향" (2000)
- 정정옥, "수준별 이동 수업이 학업 성취도 및 학습태도에 미치는 영향" (2005)
- 황태식, "Improvement in English Proficiency through Extensive Reading Program" (2003)
- Carrell, P. L, "Extensive and intensive reading in an EAP setting", 16, pp.47~60 (1997)
- Day, R. R, "Extensive reading in the second language classroom" (1998), Cambridge: Cambridge University Press
- Dubin, F, "Predicting word meanings from contextual clues: Evidence from L1 readers" (1993), Ablex Publishing Co.
- Harmer, J, "The Practice of English language teaching" (2001), Longman
- Krashen, S, "The power of reading: Insights from research" (1994)
- Kumaravadivelu, B, "The postmethod condition: (E)merging strategies for second", foreign language teaching, 1994, 27~48
- Nuttall, C, "Teaching reading skills in a foreign language" (1996), Oxford: Heinemann
- Renandya, W. A, "Extensive Reading: Why Aren′t We All Doing It?", pp.295~300 (2002), Cambridge University Press