일반목적 한국어 교재의 읽기 전·후 활동 분석 연구 = A Study on the Analysis of Pre- and Post-Reading Activities in General-Purpose Korean Language Textbooks

다국어 초록 (Multilingual Abstract)

This study aims to systematically analyze the characteristics and structural patterns of pre-reading and post-reading activities in recently published general-purpose Korean language textbooks and to suggest directions for improving textbook design. In university-affiliated Korean language institutes, reading instruction plays a crucial role, as learner populations are large and proficiency levels are diverse, and the effectiveness of reading classes is closely related to how pre- and post-reading activities are organized in textbooks. Viewing reading not as simple decoding but as a complex cognitive process involving background knowledge and strategic meaning construction, this study focuses on the functions of pre-reading activities—such as schema activation, prediction, and linguistic preparation—and post-reading activities—including comprehension checking, information organization, inference, expansion, and integrated expression.
The textbooks selected for analysis include 28 volumes from four major series widely used in Korean language institutes: New Yonsei Korean: Listening and Reading, Korea University Fun! Fun! Korean Reading, Kyung Hee Korean: Reading and Writing, and Sejong Korean. Textbooks in which the boundaries between pre- and post-reading stages were unclear due to a fully integrated-skills structure were excluded. Based on previous studies and theories of reading processes and subskills—such as bottom-up, top-down, and interactive models, schema theory, and reading subskills related to recognition, integration, and evaluation—analysis criteria were established. Pre-reading activities were categorized into ten types, including presenting visual materials, sharing personal experiences, activating background knowledge through questions, predicting content, introducing topic-related vocabulary, presenting partial texts, recognizing learning objectives, interactive activities, topic-related writing, and teacher-support activities. Post-reading activities were classified into ten categories: content comprehension checking, language knowledge reinforcement, information transformation, summarizing and organizing, reconstruction, inference and evaluation, content expansion, integrated expression, cultural and social expression, and media-based activities.
The results indicate that pre-reading activities at the beginner level primarily emphasize visual materials and vocabulary to reduce linguistic burden, while intermediate-level textbooks increasingly incorporate contextual interpretation, prediction, and interaction-based preparatory strategies. At the advanced level, pre-reading activities tend to expand toward deeper prediction and discussion-oriented tasks that consider social context and discourse purpose. Across all levels, post-reading activities are largely centered on factual comprehension checks; however, higher-level textbooks show a greater proportion of activities involving information transformation, summarization, reconstruction, inference, evaluation, and integrated expression. In particular, advanced-level textbooks prominently feature tasks that require learners to evaluate texts critically and expand content into personal or social issues. Nevertheless, differences in unit organization across textbooks result in inconsistencies in how pre- and post-reading activities are presented, and in some cases, the functional roles of these stages are insufficiently realized.
Based on these findings, this study suggests that general-purpose Korean language textbooks should more clearly define the functional roles of pre- and post-reading activities according to proficiency level and move beyond an overemphasis on factual comprehension. To better support reading development, textbooks should incorporate a balanced range of activities that promote information organization, inference and evaluation, integrated expression, and connections to media and sociocultural contexts.

목차 (Table of Contents)

• (Abstract)
• 1. 서론 1
• 1.1. 연구의 필요성 및 목적 1
• 1.2. 선행 연구 2
• 2. 이론적 배경 11
• 2.1. 한국어 읽기 교육 11
• 2.1.1. 읽기의 개념과 과정 11
• 2.1.2. 읽기 교육의 목표 23
• 2.2. 단계별 읽기 활동 유형 28
• 3. 한국어 교재 내 읽기 전·후 활동 분석 대상 및 기준 36
• 3.1. 한국어 교재 내 읽기 전·후 활동 분석 대상 36
• 3.2. 한국어 교재 내 읽기 전·후 활동 분석 기준 39
• 4. 한국어 교재 내 읽기 전·후 활동 분석 결과 59
• 4.1. 한국어 교재 내 읽기 전 활동 59
• 4.1.1. 초급 교재 59
• 4.1.2. 중급 교재 61
• 4.1.3. 고급 교재 63
• 4.1.4. 읽기 전 활동 분석 결과 66
• 4.2. 한국어 교재 내 읽기 후 활동 67
• 4.2.1. 초급 교재 67
• 4.2.2. 중급 교재 70
• 4.2.3. 고급 교재 73
• 4.2.4. 읽기 후 활동 분석 결과 76
• 5. 결론 78
• 참고 문헌 82
• 부록 88