도해조직중심의 읽기전략연구 : 대학 수학 목적의 한국어 학습자를 대상으로

다국어 초록 (Multilingual Abstract)

This study is about reading strategies targeted on the foreign student studying at Korean Universities. Even though a number of researches on reading strategy in Korean Language Education have been conducted by now, not so many studies on the detailed skills about reading has been carried out. Ultimate goal of this study is to help the foreign students performing academic tasks after learning reading strategies and besides succeeding their studying in Korea.
First of all, reading is a process of recreating and reconstructing the meaning of the text, interacting between the student's background knowledge-schema- and the text. Accordingly it is the essential factor in teaching Korean as a Second Language to activate the student's schema and instruct the knowledge on the structure of text. So I introduced the graphic organizer as a skill of it in this study. I found out that the kinds and the range of graphic organizers in the previously suggested studies are limited and fragmentary. So I diversified those graphic organizers by widening its scope of their application and showed how to apply those graphic organizers to the selected text.
Also I settled that the range of reading activity includes reading the text listening the lecture in class, arranging one's thoughts and opinion and preparing to write a report or presentation as well as reading and comprehending the text by oneself. By this range of reading activity, I suggested diverse reading strategies focused on the graphic organizer. Foreign students learn to use these reading strategies in the general education course and then I expect they can apply those to the major field of study.
The organization of this research is following. In chapter 1, I describe the necessity and object of this research, and review previous studies on Korean Education for Academic Purpose by subject and investigated the insufficient part of them. In chapter 2, I described definitions of reading, and explained the relationship between schema and reading. In chapter 3, I described the students that I intend for this study and the range of reading activity in this study. In chapter 4, I selected the text among the general education course of Universities in Seoul and suggested over 50 graphic organizers as a reading strategy. In chapter 5, I showed how to apply those graphic organizers to the selected text. In chapter 6, the final conclusions of this study are described.
This study is meaningful in the respect that it is the subordinate sphere research of previous studies on Korean education for academic purpose and it concerns the detailed skill of reading education. Also it can be the basic materials for Korean education for academic purpose when the program or the course for them is established in the future.

목차 (Table of Contents)

• 1. 서론 = 1
• 1.1 연구 목적 및 연구 대상 = 1
• 1.2 연구 내용 및 방법 = 4
• 1.3 선행연구 = 5
• 2. 이론적 배경 = 11
• 2.1 읽기의 개념 = 11
• 2.2 읽기 과정에 영향을 미치는 요인 = 14
• 2.2.1 스키마 요인 = 14
• 2.2.2 텍스트 요인 = 16
• 2.3 제 2 언어 읽기지도와 읽기 전략으로서의 도해 조직 = 20
• 3. 대학 수학 목적의 한국어 읽기 교육 = 27
• 3.1 대학 수학 목적 한국어의 개념 = 27
• 3.2 대학 수학 목적 한국어 읽기 교육의 범위 = 30
• 4. 텍스트 선정 및 도해조직 중심의 읽기 전략 = 37
• 4.1 대학 수학 목적 한국어 읽기 텍스트 선정 = 37
• 4.2 읽기 과정에 따른 전략 = 41
• 4.2.1 읽기 전 단계 = 44
• 4.2.2 읽기 중 단계 = 52
• 4.2.3 읽기 후 단계 = 60
• 5. 도해 조직을 이용한 효과적인 읽기 전략 지도 방안 = 71
• 5.1 서사적 텍스트의 예(뿌리 깊은 한국사,샘이 깊은 이야기 1권(서의식)-솔(2002)-) = 71
• 5.1.1 읽기 전 단계 = 71
• 5.1.2 읽기 중 단계 = 75
• 5.1.3 읽기 후 단계 = 78
• 5.2 설명적 텍스트의 예(생활 속의 생명과학(김재근 외)- 라이프사이언스(2005)-) = 80
• 5.2.1 읽기 전 단계 = 80
• 5.2.2 읽기 중 단계 = 84
• 5.2.3 읽기 후 단계 = 87
• 6. 결론 및 제언 = 91
• 참고 문헌 = 93
• Abstract = 98
• 부록-1 = 100
• 부록-2 = 105