서사 텍스트 읽어주기에 따른 학습자의 반응 양상

Abstract

The purpose of this study was to examine the responses of learners when someone read aloud a narrative text for them and when they read it by themselves. A reading process consisted of three components including reader, text and context, and whether the response of the selected learners were reader－oriented, text－oriented or context－oriented was checked. The subjects in this study were third－grade learners who were in the developmental stage of being a reader as a listener. An experiment was implemented by reading narrative texts aloud for them and letting them read for themselves. The analyzed data involved the transcribed materials of recording tapes of the discourse in the listening process, the transcribed materials of their thinking skills protocol during reading alone, their written responses and diaries. After the data were gathered, a qualitative research was conducted by describing, analyzing and interpreting their responses. The findings of the study were as follows： During the experiment of reading aloud for them, reader－oriented and context－oriented responses were prevailing among the learners, and text－ oriented responses were dominant when they read alone. This study was meaningful in that it made a systematic analysis of reading fairy tales aloud, which has typically been viewed as one of good reading activities. Another meaning of the study lies in justifying the necessity of the careful selection of texts appropriate for reading aloud and in finding out the great impact of the interpretation of teachers on the narrative reception of learners. In a word, this study attempted to analyze and interpret the responses of learners as student readers toward different types of narrative text reading in order to build the foundation for literary education and reading teaching－learning process.