그림책의 삽화와 텍스트의 상호작용에 대한 이해 기반초등 영어 문자 언어 학습 양상
Aspects of primary English literacy learning based on understanding interactions of illustrations and texts of picture books.
2
조회
0
다운로드
15
인용
0
참고문헌
키워드
초록
The purpose of this study was to investigate the aspects of teaching primary English literacy based on the interactions of illustrations and texts in picture books. To attain the objective, the following questions were raised. 1) What types of influence do the interactions of illustrations and texts in picture books have on EFL children’s English reading comprehension? 2) What aspects are shown in the development of children’s writing when intertextuality of picture books are reflected? Twenty-seven 6th graders were asked to read picture books and to do the picture reading activities. The study yielded two results. First, the effectiveness of reading based on the interactions of the illustrations and the texts was revealed. For example, learners used voluntary re-reading strategies, recognized that new meanings could be produced by the interactions, and understood that authors used illustrations as a communication channel by controlling the placement, composition, and roles of pictures. Second, learners’ writing fluency was increased. In other words, learners showed intertextuality by copying, parodying, or transforming the form of well-known patterns in the children’s literature, fairy tales, and picture books used in this research.
Abstract
The purpose of this study was to investigate the aspects of teaching primary English literacy based on the interactions of illustrations and texts in picture books. To attain the objective, the following questions were raised. 1) What types of influence do the interactions of illustrations and texts in picture books have on EFL children’s English reading comprehension? 2) What aspects are shown in the development of children’s writing when intertextuality of picture books are reflected? Twenty-seven 6th graders were asked to read picture books and to do the picture reading activities. The study yielded two results. First, the effectiveness of reading based on the interactions of the illustrations and the texts was revealed. For example, learners used voluntary re-reading strategies, recognized that new meanings could be produced by the interactions, and understood that authors used illustrations as a communication channel by controlling the placement, composition, and roles of pictures. Second, learners’ writing fluency was increased. In other words, learners showed intertextuality by copying, parodying, or transforming the form of well-known patterns in the children’s literature, fairy tales, and picture books used in this research.
참고문헌 (42)
- 예술, "포스트모더니즘의 이론 : 문학", pp.민음사, 문화
- 김혜리, "그림책을 활용한 어린이 영어 교육" (2013), 교육과학사
- 김혜리, "문학텍스트 기반 반응저널쓰기를 통한 초등영어쓰기에 대한 연구", Studies in English Education, 15(1), pp.196~220 (2010), 글로벌영어교육학회
- 김혜리, "그림동화책의 삽화를 활용한 예측활동이 초등 영어 학습에 미치는 영향", 외국어교육연구, 27(1), pp.41~74 (2013), 외국어교육연구소[DOI]
- 김혜리, "아동문학 텍스트 기반 질문 전략을 활용한 발화 중심의 초등 영어 수업 실행 연구", 영어교과교육, 12(1), pp.29~55 (2013), 한국영어교과교육학회[DOI]
- 김혜리, "아동문학 텍스트 활용 초등영어 토의 수업을 위한 실행 연구", 초등영어교육, 18(1), pp.247~281 (2012), 한국초등영어교육학회[DOI]
- 박영예, "제7차 교육과정 초등영어 3, 4학년 교재에 대한 학생들의 만족도 분석", 초등영어교육, 9(2), pp.93~122 (2003), 한국초등영어교육학회
- 부경순, "초등학생들을 위한 영어읽기 지도방법 연구", 언어학연구, 13(1), pp.19~32 (2008)
- 이윤, "교육과정 및 교과서 읽기 내용 분석을 통한 초등영어 읽기 접근방법의 고찰", Foreign Languages Education, 12(2), pp.167~190 (2005), 한국외국어교육학회
- Anstey, M., "It’s not all black and white : Postmodern picture books and new literacies", Journal of Adolescent and Adult Literacy, 45(6), pp.444~457 (2002)
- Barthes, R., "The responsibility of forms : Critical essays on music, art, and representation" (1985), Hill and Wang
- Blachowicz, C. L., "Vocabulary : Questions from the classroom", Reading Research Quarterly, 41(4), pp.524~539 (2006)
- Callow, J., "Image matters : Visual texts in the classroom. Marrickville," (1999), Primary English Teaching Association
- Cullinan, B. E., "Literature and the child" (1994), Harcourt
- Curtain, H., "Language and children : Making the match. Ne" (1994), Longman
- Donelson, K. L., "Literature for today’s young adults" (2005), Pearson Education
- Ellis, G., "The storytelling handbook for primary teachers" (1991), Penguinbooks
- Galda, L., "Visual literacy : Exploring art and illustration in children’s books", The Reading Teacher, 46(6), pp.506~515 (1993)
- Glesne, C., "Becoming qualitative researchers : An introduction" (2006), Pearson
- Goldstone, B. P., "Ordering the chaos : Teaching metafictive characteristics of children’s books", Journal of Children’s Literature, 24(2), pp.48~55 (1999)
- Goldstone, B. P., "Whaz up with our books? Changing picture book codes and teaching implications", The Reading Teacher, 55(4), pp.362~369 (2002)
- Hassett, D. D., "Theories and practices of multimodal education : The instructional dynamics of picture books and primary classrooms", The Reading Teacher, 63(4), pp.270~282 (2009)
- Iser, W., "The act of reading. Baltimore" (1978), Johns Hopkins University
- Lazar, G., "Literature and language teaching : Exploring literary texts with the language learner", TESOL Quarterly, 63(3), pp.45~70 (1996)
- Lewis, D., "Reading contemporary picture books." (2001), Routledge
- Lukens, R. J., "A critical handbook for children’s literature" (2003), Allyn and Bacon
- Lunn, J., "Windows and words: A look at Canadian children’s literature in English" (2003), University of Ottawa Press
- Mckay, S. L., "Teaching English as a second or foreign language", pp.319~332 (2001), Heinele & Heinle
- Morrow, L. M., "Literacy development in the early years : Helping children read and write" (2011), Pearson
- Moon, J. A., "Reflection in learning and professional development : Theory and practice" (1999), Routledge
- Nikolajeva, M., "The dynamics of picturebook communication", Children’s Education in Literature, 31(4), pp.225~239 (2001)
- Nikolajeva, M., "How picture books works." (2006), Routledge
- O’ Neil, K. E., "Reading picture : Developing visual literacy for greater comprehension", The Reading Teacher, 65(3), pp.214~223 (2011)
- Pantaleo, S., "Mutinous fiction : Narrative and illustrative metalepsis in three postmodern picturebooks", Children’s Literature in Education, 41(1), pp.12~27 (2010)
- EFL Classroom, "Learning Styles in the ESL", pp.1995, Peck, S.
- Pugh, S., "Literature, culture, and ESL : A natural convergence", Journal of Reading, 33, pp.320~329 (1989)
- Shanahan, T., "Reading-writing relationships thematic units, inquiry learning. In pursuit of effective integrated literacy instruction", The Reading Teacher, 51(1), pp.12~19 (1997)
- Sipe, L. R., "How picture books work : A semiotically framed theory of text-picture relationships", Children’s Literature in Education, 29(2), pp.97~108 (1998)
- Sipe, L. R., "Postmodern picturebooks : Play, parody, and self-referentiality." (2008), Routledge
- Van Meter, P., "Learner-generated drawing as a strategy for learning from content area text", Contemporary Educational Psychology, 31, pp.142~166 (2006)
- Vacca, J. A., "Reading and learning to read" (2006), Pearson Education
- Vardell, S., "Matching books and readers : Selecting literature for English learners", The Reading Teacher, 59(8), pp.734~740 (2006)