비판적 담화분석을 활용한 읽기 교육 연구 = A Study on Reading Education Using Critical Discourse Analysis

다국어 초록 (Multilingual Abstract)

The purpose of this study is to devise new contents and methods of critical reading education so that high school students can improve their critical literacy. At present, the critical reading education has mainly centered on those activities aimed at evaluating the validity of contents, effectiveness of expression, appropriateness of materials, etc., while putting a less focus on the context of texts or their ideological characteristics. In this study, however, it is suggested that a principle and method of critical discourse analysis should be also applied to reading education in order to overcome such bias in the current reading education and keep a balance between functional literacy and critical literacy education. In this study, the procedure of such reading education consists of three stages; “expanding recognition”, “practicing critical discourse analysis”, and “ascertainment and internalization” In more detail, the stage of expanding recognition includes “recognition on language use (reading)” and “self-reflective monitoring”. The next stage of practicing critical discourse analysis is composed of “analysis of linguistic realization”, “analysis of social contexts” and “interpretation of connection between linguistic realization and social reality”. And, the last stage of ascertainment and internalization consists of “expression and ascertainment of analysis results” and “internalization of learning contents”. In order to verify the effect of newly devised educational contents and methods, 61 students were selected out of 81 ones who participated in the preliminary study,and the critical reading classes were carried out for them. This test for verification was performed in such a way that those 61 students were divided into three groups to receive different classes from each other. The first group was involved in a reading class using the critical discourse analysis, the second group was placed in a critical reading class according to an existing learning method, and the third group took a spelling class, having nothing to do with the critical reading. After those classes were performed a total of three times, 61 students were given the same articles and asked to analyze and evaluate them. Then, we came to verify the educational effect of using the critical discourse analysis exhibited an educational effect by performing statistical analysis and content analysis on task performance results. As a result of analysis, when reading the article, those students who took the class using the critical discourse analysis were characterized by evaluating the contents, expressions and structures of the article in an overall aspect and criticizing it based on logical and objective grounds. They went so far as to figure out even social cognition embedded in texts by understanding them in social contexts, and express meaning construction in a more logical and systematic way after critical reading. This study is meaningful in that it suggests a detailed method for critical literacy education, which has been actively discussed in recent times. It also has significance in that it analyzed students`` critical reading performance aspects empirically, find out problems, and prepare educational contents based on results. Furthermore, it examined the possibility of using the critical discourse analysis in actual classes, which has emerged as a relatively new field of interest in the Korean language education circles, and applied it to teaching and learning areas, as well.

참고문헌 (Reference)

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