고교학점제 선택교과 「영미 문학 읽기」 운영 사례 연구
A Case Study of Using Literary Works for English Language Teaching in High Schools
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This study aims to examine the effects of reading literary works in high school English classes. Based on the study results, some suggestions are made for designing and implementing the elective course, Reading English Literature, in the reformed curriculum for general high schools. A total of 131 students participated in a program course in which they read literary works of their choice in English and carried out follow-up classroom activities. Their perceptions and attitudinal changes were assessed through questionnaires, interviews, and performance observations. The results indicate that reading English literature in the classroom significantly improved students’ attitudes towards English learning. The vast majority of students said they would be willing to take a similar course in the future. Among the opinions of the teacher and students, three are particularly noteworthy: First, more individualized procedures are necessary to promote unmotivated students’ participation in classroom activities. Second, the advantages and limitations of using literature for language teaching can be further clarified by examining the relationship between students’ cognitive and affective involvement in the books they read and their language attainment. Third, individual differences in language aptitude, prior learning experience, proficiency, and learning style appear to modulate the effectiveness of literature-based language teaching to a large extent.
Abstract
This study aims to examine the effects of reading literary works in high school English classes. Based on the study results, some suggestions are made for designing and implementing the elective course, Reading English Literature, in the reformed curriculum for general high schools. A total of 131 students participated in a program course in which they read literary works of their choice in English and carried out follow-up classroom activities. Their perceptions and attitudinal changes were assessed through questionnaires, interviews, and performance observations. The results indicate that reading English literature in the classroom significantly improved students’ attitudes towards English learning. The vast majority of students said they would be willing to take a similar course in the future. Among the opinions of the teacher and students, three are particularly noteworthy: First, more individualized procedures are necessary to promote unmotivated students’ participation in classroom activities. Second, the advantages and limitations of using literature for language teaching can be further clarified by examining the relationship between students’ cognitive and affective involvement in the books they read and their language attainment. Third, individual differences in language aptitude, prior learning experience, proficiency, and learning style appear to modulate the effectiveness of literature-based language teaching to a large extent.
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