현대소설을 활용한 한국어 읽기 교육방안 연구 : SQ3R 모형을 기반으로 = A study on teaching Korean Reading through Modern Novels- Based on the SQ3R model -

다국어 초록 (Multilingual Abstract)

The purpose of this study is to present a reading instructional plan using the SQ3R model to improve the reading skills of advanced academic Korean learners using contemporary novels.
In foreign language education, "reading" is more than just decoding letters, it's about comprehending text and being able to find and utilize new information. This allows readers to combine existing knowledge with new information and activate schemas to expand their knowledge. This approach to reading, unlike the passive comprehension view of language teaching in the past, is now actively addressed, not just as a reading skill, but in conjunction with other language skills. The communicative function of understanding the society and culture of the target language is important, and literature is an effective and practical learning resource. Among the various cultural works, contemporary novels can be said to be the best literary works that can be used to express the characteristics of Korean culture while being able to trigger learners' level, interest, or motivation.
Among the many reading models developed to improve learners' reading skills, the SQ3R 모형 model is recognized as one of the most complete and widely used methods for reading materials. The SQ3R model is very helpful in learning and remembering the knowledge information in a text. It provides a way to remember what you've learned without forgetting it, serves to improve your attention span, and helps you organize the main and secondary points of what you read in a meaningful way. However, when reviewing the literature, the current Korean reading instruction follows the procedures of the reading process and utilizes a systematic reading model, and there are few studies. Therefore, the purpose of this study was to develop a reading instructional plan for contemporary novels using the SQ3R model to effectively improve the reading skills of advanced academic Korean learners.
In Chapter 2, the theoretical background of Korean contemporary novels reading education and the SQ3R model were discussed in order to prepare a reading education plan for contemporary fiction using the SQ3R model. The goals and contents of reading education in the field of Korean language education were examined, and the effectiveness of Korean reading education using contemporary novels was reviewed. In addition, since this is a literary education that utilizes contemporary novels, we also examined models of literary education. This is helpful in designing a reading education program as it suggests points to note when using contemporary novels. Next, we reviewed the current use of the SQ3R model in reading education. Since the SQ3R model has been used less in the field of Korean language education, we looked at the definition and characteristics of the SQ3R model to see what it is. As a result, we found that the classical SQ3R model can improve learners' reading comprehension and self-efficacy, and is useful for developing convergent thinking skills such as comprehension, analysis, and organization. On the other hand, the SQ3R model is an inappropriate reading model for reading literary texts, which are time-consuming, have complex limitations, and require students to read for multiple symbolic meanings. Due to these limitations, some modifications are necessary when applying SQ3R in second language teaching research.
This section describes the process of selecting contemporary fiction texts to explore how to teach contemporary fiction reading using the SQ3R model in Chapter 3. First, a survey of learners' needs was conducted to select appropriate contemporary fiction texts. Next, we investigated the inclusion of contemporary novels in Korean textbooks. Finally, after establishing the criteria for selecting contemporary novels, we selected a contemporary novel work for educational purposes as Bangtang based on the results of the previous research.
Based on the previous discussions in Chapter 4, this chapter is a process of designing an educational plan for reading contemporary novels using the SQ3R model. First, the educational goals and contents were set and a teaching and learning model was presented. Based on this, the reading instructional plan was organized into three periods, divided into three stages: before reading, during reading, and after reading. The reading activities were organized according to the educational goals of each period to present the teaching practice.
Finally, the concluding section summarizes the contents of this study, presents the significance and limitations of the study, and suggests future research issues.
This study is significant in that it explores and proposes a new teaching method to improve Korean learners' reading skills. However, there is a limitation that the approach provided by the SQ3R model in the process of reading contemporary novels cannot be verified through an experimental study to see if it is suitable for all learners. In particular, it may not be suitable for the process of reading literary texts, and there may be difficulties in identifying various symbolic meanings. Research is needed to overcome these limitations to make the SQ3R model more effective.

목차 (Table of Contents)

• 1. 서론 1
• 1.1 연구의 목적 및 필요성 1
• 1.2 선행 연구 3
• 1.2.1 현대소설을 활용한 읽기 교육 연구 3
• 1.2.2 한국어교육에서의 SQ3R 모형 연구 5
• 1.3 연구 대상 및 방법 9
• 2. 이론적 배경 11
• 2.1 한국어 읽기 교육의 목표 및 내용 11
• 2.2 현대소설을 활용한 한국어 읽기 교육의 효용성 13
• 2.3 읽기 교육에서 SQ3R 모형 활용 현황 18
• 2.3.1 SQ3R 모형의 정의 및 특징 18
• 2.3.2 한국어 읽기 교육에서 SQ3R 모형 활용 현황 23
• 3. 현대소설 텍스트의 선정 25
• 3.1 현대소설을 활용한 읽기 교육에 대한 학습자 수요 조사 25
• 3.1.1 조사 대상 및 방법 25
• 3.1.2 조사 결과 분석 26
• 3.2 한국어 교재의 현대소설 수록 양상 및 읽기 활동 분석 35
• 3.2.1 한국어 교재의 현대소설 수록 양상 35
• 3.2.2 한국어 교재에 수록된 현대소설 읽기 활동 41
• 3.3 읽기 교육을 위한 현대소설의 선정 51
• 3.3.1 현대소설의 선정 기준 51
• 3.3.2 현대소설을 활용한 한국어 읽기 교육의 작품 선정 58
• 4. 현대소설을 활용한 한국어 읽기 교육방안 61
• 4.1 SQ3R 모형을 기반으로 한 한국어 읽기 교수·학습 모형 설계 61
• 4.2 SQ3R 모형을 기반으로 한 한국어 읽기 교육의 내용 및 목표 64
• 4.3 SQ3R 모형을 기반으로 한 한국어 읽기 교수·학습 방안의 실제 68
• 5. 결론 76
• 참고문헌 78
• 부록 1 82
• 부록 2 87