담화구조 분석을 통한 영어읽기 지도방안 연구 = (A) study of English Reading Teaching Method through an Analysis of Discourse Structure

다국어 초록 (Multilingual Abstract)

The purpose of the study is to suggest an effective teaching method of English reading in the real school fields through an analysis of discourse structure, avoiding a traditional English reading method which has been used only to translate English sentences into Korean ones and has been put on the separate interpretation of each word instead of a global understanding of the text.
In chapter 1, I mentioned the importance and the purpose of the study and the contents to develop in the study. There were not the satisfactory results of the improvement of reading comprehension though the greater amount of time and efforts on reading was alloted in English class time. Given this real situation, it is necessary that a teaching method of reading should be changed into the direction toward understanding of the discourse(paragraph) beyond the sentence.
In chapter 2, I examined the meaning of reading and the elementary components of reading as a theoretical basis. Also, I presented the patterns of discourse structure classified by Carrell and Langan, Bader, Anton. In addition, I considered the previous studies of the relationship between discourse structure and reading comprehension and how the discourse structure influences reading comprehension.
The previous studies have the following implications: First, the recognition of discourse patterns and the use of discourse structure patterns should exist in reading education because the awareness of the concept of discourse is necessary in language education. Second, the understanding of discourse structure and the reader's ability to predict the development of the text based on a rhetorical structure can determine, to the some extent, to predict the information of the text and understand it.
In chapter 3, this research presented five effective ways to help the students understand the text globally through an analysis of discourse structure: To find topic, topic sentence, title, and main idea, to understand unity, coherence, and cohesion which are the principles of discourse structure, to identify the discourse patterns, to understand the text through six analyses of discourse structure and to make the outline charts. Three advantages through understanding discourse structure are as follows: To help us recognize and find the topic or main idea distinguishing major details from minor details of the text, to make it possible to easily understand the relationship of global organization of the text, and to help us remember and get the specific details of the text after reading.
In chapter 4, this research suggested six lesson plans of task-based high, intermediate, and low levels based on the last two teaching methods mentioned in chapter 3. The examples of lesson plans are focused on the group-work in which the students practice the meaningful activities through six analyses of discourse structure.
In order to utilize the teaching method of reading education through this analysis of discourse structure effectively in middle or high schools, the teacher should have the reading materials ready beforehand and analyse them completely. Also, he or she should give the students the assignments chosen from the different reading materials in order to practice and apply the approach presented in the English class time. The purpose of these assignments are to encourage the self-directed learning and cooperative learning.
I earnestly hope that this approach to English reading will be common and popular one in middle or high schools in the foreseeable future.

목차 (Table of Contents)

• I. 서론 = 1
• 1.1 연구의 필요성 및 목적 = 1
• 1.2 연구내용 = 4
• II. 이론적 배경 = 5
• 2.1 독해의 개념 = 5
• 2.2 독해의 구성요소 = 6
• 2.2.1 문단 = 6
• 2.2.2 문단의 구성 = 7
• 2.2.3 문단의 종류 = 12
• 2.3 담화구조의 유형 = 14
• 2.3.1 Carrell의 분류 = 14
• 2.3.2 Langan, Bader, Anton의 분류 = 18
• 2.4 선행연구의 고찰 = 23
• III. 담화구조 분석을 통한 지도방법 = 25
• 3.1 주제, 주제문, 제목, 요지 파악하기 = 25
• 3.2 담화구조의 원리 이해하기 = 34
• 3.2.1 통일성 = 34
• 3.2.2 일관성 = 35
• 3.2.3 응집성 = 37
• 3.3 담화구조의 유형 파악하기 = 40
• 3.4 6단계 단화구조 분석을 통한 텍스트 이해하기 = 46
• 3.5 문단 윤곽도 파악하기 = 52
• IV. 수업의 실제 = 57
• 4.1 수업 지도안 1 = 57
• 4.2 수업 지도안 2 = 62
• 4.3 수업 지도안 3 = 66
• 4.4 수업 지도안 4 = 71
• 4.5 수업 지도안 5 = 76
• 4.6 수업 지도안 6 = 80
• V. 결론 = 86
• 참고문헌 = 89
• ABSTRACT = 92