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RISS 인기검색어
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- 저자 : 석진이 ( Jin Yee Seok ) (검색결과 3 건)
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석진이 ( Jin Yee Seok ),양원경 ( Won Kyung Yang ) 조선대학교 인문학연구소 2014 인문학연구 Vol.0 No.48
이 연구는 대학 교양 수업으로서 비평적 읽기(Critical Reading) 수업의 효과적 실행 방안을 모색하는데 있다. 연구 자료 수집을 위하여 대학 교양 영어 실전 독해 수업에 참여한 전체 수강생 118명을 대상으로 사전 설문 조사를 실시하였으며 연구자가 담당했던 분반의 14명의 학생들을 대상으로 한 학기에 걸쳐 비평적 읽기 활동을 실시하였다. 비평적 읽기 활동에 참여한 학생들은 매주 수업 내용과 관련 된 토론 주제와 자신의 읽기 학습에 대한 성찰 일지를 작성하였다. 전체 수강생을 대상으로 한 사전 설문 조사는 SPSS 20 프로그램을 이용하여 기술통계로 분석하여 수강생들의 읽기 활동에 관한 전반적 요구 조사를 파악하고자 하였다. 기술 통계 결과 실전 독해 수업을 신청한 학생들은 전공 관련 영어 원서 독해 능력을 향상시키기를 필요로 하며 어휘 부분에 대한 학습 강화를 필요로 하였다. 학생들의 성찰일지는 Nvivo 10 프로그램을 사용하여 질적 분석을 하였다. 영어 모국어 권에서 행해진 선행 연구들의 결과와 비교 분석한 결과 비평적 읽기를 통해 학습자들은 개인, 지역 사회, 세계라는 점진적인 확대된 시각에서 텍스트를 이해하고 있었으며 비평적 읽기 과정에서 비평, 동의, 비교 등 다양한 사고 활동의 양상을 띄었다. 학습 성찰에 있어서는 어휘학습의 어려움과 학습 방법에 대한 성찰에서 능동적인 학습자의 태도를 나타냈었다. 이과 같은 결론을 토대로 향후 대학 교양 수업으로서의 영어 독해 수업을 위한 방안으로 효과적 교사의 피드백과 읽기와 쓰기의 통합 교육에 대한 시사점을 제안하였다. The purpose of the present study was to seek effective teaching methods for critical reading in EFL context. First, one hundred eighteen undergra- duates enrolled in English reading course were surveyed to figure out their needs for the course. The results showed that the enrolled students would like to achieve English reading ability good enough to understand their major related texts as well as to achieve high scores in official English tests such as TOEIC or TOEFL. Among English reading skills, they put more focus on acquiring vocabulary knowledge than other linguistic skills. However, the students tend to show passive attitudes towards the reading class, preferring an explanation-based class in preparation for official English tests to a discussion-based class. Secondly, a teacher-researcher introduced a critical reading to fourteen students among the enrolled students. Based on qualitative analyses of their reflective journals, findings showed that the participants used multiple perspectives and various cognitive activities towards the texts and the authors`` intentions. The reflective journal writing also suggested feasibility to facilitate critical literacy using integrated reading and writing skills. Recommendations for future research include making use of authentic reading materials and carefully guided instructions for critical literacy in EFL context.
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인성 중심의 영어 교과 개발 및 학습 효과에 대한 연구
석진이(Jin-Yee Seok) 서울여자대학교 인문과학연구소 2011 인문논총 Vol.23 No.-
The aim of the present study was to investigate the correlation between learners’ affective factors and the improvement of their English ability through humanity-based English curriculum. 732 college fist-year students participated in the study. The participants’ English achievement was tested through Special TOEIC test at the beginning and the end of the semester. The students’ achievement degrees between those two exams were measured and the correlations between the achievement degrees and the participants’ attitudes toward English learning were analyzed. Results showed that there was a correlation between the participants’ English achievement degrees and their affective factors such as confidence, interests and future plan towards English learning. The results suggested that humanity-based English curriculum has a potential to cultivate learners’ communication ability with global citizenship. Practical implications was also suggested for the future improvement in the English curriculum development as a college requirement course.
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유도적 읽기가 학습자의 자기 주도적 읽기 능력에 미치는 효과
정동빈(Jeong Dong-Bin),석진이(Seok Jin-Yee) 한국외국어교육학회 2007 Foreign languages education Vol.14 No.2
The purpose of this study was to investigate the effects of guided reading on learners’ self-regulated reading ability. Guided reading is a teaching method that gives learners the opportunity to practice their own reading strategies. Eventually, learners become able to generate their self-regulated reading strategies. Guided reading is based on the gradual release of responsibility model (GRRM), which is closely related to the process of gaining an apprenticeship in constructivism. In order to study the effects of guided reading on learners’ self-regulated reading ability, two classes of 5th graders in a primary school in Seoul participated in this study. One class received guided reading instruction to practice their English reading strategies and the other class received English reading instruction according to the seventh English curriculum in Korea. The results of this study showed that the experimental group who received guided reading instruction based on GRRM achieved a higher score in the post test than the control group who did not receive guided reading instruction. They also showed more confidence in reading English.
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