Teaching Reading by Using Out of Africa, Reading Activities, and an Eclectic Instructional Mode
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초록
This study investigates the benefits of using the movie Out of Africa (Pollack, 1985) to improve Korean college students’ motivation and achievement in reading English. It suggests practical reading activities to utilize the movie in the classroom. Together with the movie material and reading activities, the present study also discusses the adoption of an eclectic teaching method to enhance student learning. Until recently, reading classes have been taught with commercially-produced textbooks of standard English written materials, comprehension questions of display- or test type, incorporating the Grammar-Translation Method. While the limitations of the current reading lesson and the proprieties of the proposed lesson are discussed in depth, this study focuses on three points. First, the requirements for reading materials and the beneficial manner in which Out of Africa satisfies them are debated. Second, the procedures of reading activities for Out of Africa and their usefulness are discussed. On this point, the study proposes an interactive approach to reading and specifies pre-, during-, and post-reading activities. Third, an eclectic method is advocated within the framework of the Whole Language Approach. Further research topics are also suggested to strengthen the proposed alternative lesson.
Abstract
This study investigates the benefits of using the movie Out of Africa (Pollack, 1985) to improve Korean college students’ motivation and achievement in reading English. It suggests practical reading activities to utilize the movie in the classroom. Together with the movie material and reading activities, the present study also discusses the adoption of an eclectic teaching method to enhance student learning. Until recently, reading classes have been taught with commercially-produced textbooks of standard English written materials, comprehension questions of display- or test type, incorporating the Grammar-Translation Method. While the limitations of the current reading lesson and the proprieties of the proposed lesson are discussed in depth, this study focuses on three points. First, the requirements for reading materials and the beneficial manner in which Out of Africa satisfies them are debated. Second, the procedures of reading activities for Out of Africa and their usefulness are discussed. On this point, the study proposes an interactive approach to reading and specifies pre-, during-, and post-reading activities. Third, an eclectic method is advocated within the framework of the Whole Language Approach. Further research topics are also suggested to strengthen the proposed alternative lesson.
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