영화를 활용한 영어 작문과 그 평가에 대한 연구: 수업 절차와 평가 활동을 중심으로
A study of English writing and assessment using a movie: Based on a class procedure and assessment activity
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초록
This study suggests a class procedure which uses a movie to maximize interest and motivation to do writing. It also suggests a way in which learners can assess their own writing. Using a movie, a teacher leads students to expressing their views and opinions about a specific situation and context. In the first half of a 15 week semester, various writing skills and strategies were learned using a general writing text. In the second half, students expressed their opinions in an essay about a specific situation that showed logical development. A key part of this study is the assessment of the writing product. This study emphasizes that students need to focus on the story flow and logical construction while also considering context. A way of assessment is suggested with individual, pair and group activities that focus on three factors: context, organization and grammar. The factor students focus on is observed for a whole semester and how the focus shifts is checked from interviews and a questionnaire. This encourages students to be aware of the constituents of their essays. This awareness directly shows that the activity of writing is complementary to writing assessment.
Abstract
This study suggests a class procedure which uses a movie to maximize interest and motivation to do writing. It also suggests a way in which learners can assess their own writing. Using a movie, a teacher leads students to expressing their views and opinions about a specific situation and context. In the first half of a 15 week semester, various writing skills and strategies were learned using a general writing text. In the second half, students expressed their opinions in an essay about a specific situation that showed logical development. A key part of this study is the assessment of the writing product. This study emphasizes that students need to focus on the story flow and logical construction while also considering context. A way of assessment is suggested with individual, pair and group activities that focus on three factors: context, organization and grammar. The factor students focus on is observed for a whole semester and how the focus shifts is checked from interviews and a questionnaire. This encourages students to be aware of the constituents of their essays. This awareness directly shows that the activity of writing is complementary to writing assessment.
참고문헌 (44)
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