다독을 이용한 영어 읽기-쓰기 융합 연구: 중등 영어교실
A Study on Integrating English Reading and Writing Through Extensive Reading: An English class in Middle School
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
Even though learner-centered approach has put an emphasis on the reading-writing integration, the role of reading in writing has been limited in the middle and high school level in Korea. Under this situation, this study examined perspectives middle school students have on the integration of reading and writing and the effect of extensive reading on their writing development. Specifically, to investigate the influence of extensive reading on writing development, the study used mixed approach which applied the quantitative and qualitative method in consecutive order. The participants were middle school students in local area whose school operated English classes with dividing them into three proficiency levels (from basic to advanced English classes). The results were as follows. First, the analysis on the survey showed students exposed on extensive reading changed their perspective on reading-writing integration in more integrative way on the continuum as compared with those in the traditional teaching approach (i.e., intensive reading). Next, the effect of extensive reading on writing differed across writing areas. Among the four writing areas (Content Knowledge, Organization, Grammar and Spelling, and Writing Fluency), extensive reading group showed greater improvement than intensive reading one in the Content Knowledge and Writing Fluency, while the performance of the former was lower than that of the latter in the areas of Organization and Grammar and Spelling. Such result implied extensive reading might has an differential effect on students' writing performance according to teaching contexts and writing areas.
Abstract
Even though learner-centered approach has put an emphasis on the reading-writing integration, the role of reading in writing has been limited in the middle and high school level in Korea. Under this situation, this study examined perspectives middle school students have on the integration of reading and writing and the effect of extensive reading on their writing development. Specifically, to investigate the influence of extensive reading on writing development, the study used mixed approach which applied the quantitative and qualitative method in consecutive order. The participants were middle school students in local area whose school operated English classes with dividing them into three proficiency levels (from basic to advanced English classes). The results were as follows. First, the analysis on the survey showed students exposed on extensive reading changed their perspective on reading-writing integration in more integrative way on the continuum as compared with those in the traditional teaching approach (i.e., intensive reading). Next, the effect of extensive reading on writing differed across writing areas. Among the four writing areas (Content Knowledge, Organization, Grammar and Spelling, and Writing Fluency), extensive reading group showed greater improvement than intensive reading one in the Content Knowledge and Writing Fluency, while the performance of the former was lower than that of the latter in the areas of Organization and Grammar and Spelling. Such result implied extensive reading might has an differential effect on students' writing performance according to teaching contexts and writing areas.
참고문헌 (32)
- 김영철, "다양한 활동의 단계별？수준별 통합적 읽기？쓰기 지도가 학습자들의 문자언어 향상에 미치는 영향", Foreign Languages Education, 11(2), pp.297~324 (2004), 한국외국어교육학회
- 이선, "대학 영어 수업에서의 읽기-쓰기 연계 지도 방안", 영어교과교육, 2(1), pp.113~128 (2003)
- 이정주, "언어학습자문학 다독 후 읽기저널 쓰기 지도 방안 연구", 석사, 영어교육, pp.2005
- 최성희, "중등 영어 학습자를 위한 다독 읽기 활동의 효용성 탐구", 영어어문교육, 16(3), pp.365~395 (2010), 한국영어어문교육학회
- 최연희, "영어 쓰기 교육론" (2009), 한국문화사
- Carrell, P. L., "Schema theory and ESL reading pedagogy", TESOL Quarterly, 17, pp.553~573 (1983)
- Carson, J. G., "Reading in the composition classroom" (1993), Heinle & Heinle
- Creswell, J. W., "Research design: Qualitative and quantitative approaches" (1994), Sage
- Crowhust, M., "Interrelationships between reading and writing persuasive discourse", Research in the Teaching of English, 25(3), pp.314~338 (1991)
- Deal, R., "The reading-writing connection: Does it hold between languages?", 석사, pp.1988
- "Constant comparison method: A Kaleidoscope of data. The Qualitative Report 4 (1/2). Jan. 2000"[URL]
- Elley, W. B., "Acquiring literacy in a second language: The effect of book-based programs", Language Learning, 41, pp.375~411 (1991)
- Elley, W. B., "The impact of reading on second language learning", Reading Research Quality, 19, pp.53~67 (1983)
- Esmaeili, H., "Integrated reading and writing tasks and ESL students' reading and writing performance in an English language test", The Canadian Modern Language Review, 58, pp.599~622 (2002)
- writing relationships in adult second language learners, In Reading in the composition classroom: Second language perspectives, "Exploring reading", pp.1993, Flahive, D.
- Flower, L., "Literacy action, In Composition in the twenty-first century: Crisis and change", pp.249~260 (1994), Southern Illinois University Press
- Grabe, W., "Reading in a second language, In The Oxford handbook of applied linguistics", pp.49~59 (2002), Oxford University Press
- Grabe, W., "Reading and writing relations: second language perspectives on research and practice, In Exploring the dynamics of second language writing", pp.243~262 (2003), Cambridge University Press
- Hafiz, F. M., "Extensive reading and the development of language skills", English Language Teaching Journal, 43(1), pp.4~11 (1989)
- Hirvela, A., "Connecting reading and writing in second language writing instruction" (2005), University of Michigan Press
- Janopoulos, M., "The relationship of pleasure reading and second language writing proficiency", TESOL Quarterly, 20, pp.763~768 (1986)
- Kim, S. Y., "Role of the ESL college learners' perspectives on integrating L2 reading and writing: Influence of those perspectives on literacy behaviors", 박사, pp.2006
- 김선영, "A Teacher Research on Integrating English Reading and Writing: The Use of Intermediate Texts in an EFL Class", 비교문화연구, 20, pp.67~111 (2010), 비교문화연구소
- Krashen, S. D., "Second language acquisition and second language learning" (1981), Pergamon Press
- Krashen, S. D., "The input hypothesis" (1985), Longman
- Krashen, S. D., "Foreign language education: The easy way. Culver city" (1997), Language Education Associates
- Patton, M. Q., "Qualitative evaluation and research methods" (1990), Sage Publications
- Pilgreen, J. L., "The SSR handbook: How to organize and manage a sustained silent reading program", pp.2000, Heinemann Boynton
- Reid, J. M., "Historical perspectives on writing and reading in the ESL classroom, In Reading in the composition classroom: Second language perspectives", pp.128~140 (1993), Heinle & Heinle
- Shanahan, T., "A developmental comparison of the theoretical models of the reading-writing relationship", Journal of Educational Psychology, 78, pp.116~123 (1988)
- Tsang. W. K., "A model of extensive reading to improve ESL", EFL proficiency, 1997, pp.19(1), 22~33
- Zamel, V., "Writing one's way into reading", TESOL Quarterly, 26, pp.463~485 (1992)