읽기 밈과 읽기 교육

김도남 ( Kim Donam ) 한국독서학회 2018 독서연구 Vol.0 No.46

이 논의는 밈(meme)의 관점에서 읽기와 읽기 교육의 방향을 살폈다. 밈은 문화의 변화를 진화생물학의 관점에서 설명하는 말이다. 밈은 진화생물학자인 도킨스가 유전자(gene)와 대비되는 말로 만든 것이다. 명시적으로는 세포처럼 다음 세대나 다른 사람에게로 전달되는 문화의 단위를 가리키는 말이다. 이 밈은 진화생물학의 관점에서 문화 전달을 설명하는 인식 체계로 확대 되어 사용되고 있다. 이 밈을 읽기와 관련지어 볼 수 있다. 읽기도 문화의 속성을 가지고 있으면서, 변화를 하기 때문이다. 이런 읽기의 특성을 가리키는 말이 ‘읽기 밈’이다. 세포가 생물학의 단위이면서 생물의 진화를 설명하는 인식 체계이듯 읽기 밈은 읽기의 진화를 설명할 수 있는 인식 체계인 것이다. 학교의 읽기 교육은 학생들이 읽기 밈을 복제하고 운반하게 하는 대표적인 곳이다. 학생들은 교사로부터 읽기 밈을 복제하게 된다. 그리고 읽기 밈을 운반하는 과정에서 읽기를 하게 된다. 그렇기 때문에 읽기 교육을 읽기 밈의 복제와 운반으로 보면, 읽기 교육은 기존의 관점과는 다르게 보일 수 있다. 이는 읽기 교육의 변화가 필요함을 의미한다. 읽기 밈을 교육하기 위한 접근의 방향을 ‘읽기를 내부에서 보기, 다양한 읽기 밈을 교육 내용으로 선택하기, 읽기를 진화의 관점에서 교육하기’ 등으로 검토하여 보았다. 읽기 밈은 읽기와 읽기 교육을 다른 시각에서 볼 수 있게 하는 속성을 지녔다. 이에 대한 심도 있는 논의가 필요하다. This discussion looked at the direction of reading and reading education from the point of view of meme. Meme explains cultural change in terms of evolutionary biology. Meme is an evolutionary biologist, Richard Dawkins, who makes a contrast to a gene. This meme is a unit of culture that is transmitted to the next generation or another person like a cell. This meme has been expanded and used as a recognition system that explains cultural transmission in terms of evolutionary biology. This meme can be associated with reading. Reading has cultural attributes and changes. It is the 'reading meme' that indicates the characteristic of this reading. As a cell is a unit of biology and a recognition system that explains the evolution of living things, read meme is a cognitive system that can explain the evolution of reading. The school is a typical place where students are allowed to copy and ship reading meme. Students will copy the reading meme from the teacher. And in the course of carrying the reading meme, the students read. Therefore, reading education as a copy and transporter of reading memes requires a different approach from that of existing methods. This means that a change in reading education is needed. This means that a change in reading education is needed. I looked at the direction of approach to educating reading meme as 'looking at reading from within, choosing quality reading meme as educational content, and teaching reading from the perspective of evolution'. Reading Meme makes reading and reading education look from a different perspective. There should be various discussions on this.

독서 현상 연구와 독서 정책의 방향

박인기 ( In Gee Park ) 한국독서학회 2007 독서연구 Vol.0 No.17

이 연구는 독서연구와 독서정책 및 독서실천 사이의 상호성을 진단하고, 현 단계에서 추구할 독서정책의 방향을 제안하기 위한 연구이다. 이들 세 요소 간의 경로를 기준으로, 연구와 정책과 실천이 보여주는 우리나라 독서전략의 상호성을 다음 여섯 가지 국면으로 유형화하였다. 1) 연구가 정책을 지향하여 마침내 실천에 작용하게 되는 유형(연구-정책-실천의 경로)2) 정책이 연구를 요청하고 그 결과로 실천을 추동하는 유형(정책-연구-실천의 경로)3) 실천이 연구를 불러오고 그 결과로 정책을 만들게 하는 유형(실천-연구-정책의 경로) 4) 정책이 바로 실천으로 이어지고, 그것의 합리성을 연구하는 유형(정책-실천-연구의 경로)5) 실천이 바로 정책화 되고 그것의 합리성을 연구하는 유형(실천-정책-연구의 경로) 6) 연구와 실천의 대표적 사례를 정책으로 수용 정립하는 유형(연구-실천-정책의 경로)독서정책과 관련해서 현 단계 독서연구의 문제를 진단해 보면 다음과 같다. 첫째, 독서교육연구와 독서연구의 고유·공유·교섭 부분을 명료하게 설정 구축해가야 한다. 둘째, 인지심리학 중심으로 편중된 독서연구를 더 넓혀 독서의 연구영역이 다양해야한다. 셋째, 독서연구 영역에서 정책 연구 인식 미흡하여, 연구가 실천을 추동하지 못한다. 32 독서연구 제17호·2007따라서 현 단계 독서연구의 방향은 다음과 같은 지향을 가져야 한다. 첫째, 기존의 텍스트 연구를 화석화된 연구로 남겨 두지 말고, 독서연구의 영역으로 끌어들여 오늘의 생활문화의 지형에 맞게 재가공하고 재개념화 하는 방향으로 노력해야 한다. 둘째, 우리 독서연구가 이룩한 심리학적 전통과 깊이에 상응하는 독서연구의 철학적 사회학적 깊이를 개발하고 독서연구의 학제성과 실천성을 높여야 한다. 셋째, 독서 실천의 공간을 학교 중심을 넘어서 확장하는 문제를 해결하는 데 노력해야 한다. 노인, 직업, 병원, 영재, 군사, 카운슬링, 학습, 여가, 재활, 기업, 경영 등의 영역으로 독서의 사회·문화적 인프라를 구축하는 것이 독서정책의 중요한 과업이 될 것이다. 넷째, 독서현상이 미디어 현상과 다양하게 다층위(多層位)로 네트워킹 되어야 한다. 독서는 사회 문화 인프라의 하나임을 인식하고, 국가가 책임 있게 독서문화를 구현하려는 의지를 가져야 한다. 현재 서평 현상의 침체를 극복해야한다. 서평 문화를 메타 인지 또는 메타 소통할 수 있도록 해야 한다. This study is intended to examine mutuality of reading research, reading policy and reading practice, and to suggest a direction of reading policy to be pursued in the present stage. Based on the process of these factors, mutuality of Korean reading strategies indicated in the research, policies and practice were classified into the following six aspects. 1) The type that the research is finally applied to the practice by aiming at the policy (Process of research-policy-practice) 2) The type that the policy requests the research and results in the practice (Process of policy-research-practice) 3) The type that the practice calls the research and makes the policy as the result (Process of practice-research-policy) 4) The type that the policy is directly connected to the practice, and its rationality is researched (Process of policy-practice-research) 5) The type that the practice is directly followed into the policy and its rationality is researched (Process of practice-policy-research) 6) The type that the representative case of research and practice is accepted and established as the policy (Process of research-practice-policy) In relation to the reading policy, the problems of reading research in the present stage are analyzed as follows. Firstly, a peculiar part, joint part and intersected part of reading research and reading education research must be clearly established and organized. Secondly, there must be the variety of reading research areas by overcoming the cognitive psychology-focused reading research. Thirdly, because of insufficient recognition on the policy research in the reading research area, the research doesn’t introduce the practice. Accordingly, the direction of reading research in the present stage must have the following intentions. Firstly, the existing test research must not be left as a fossilized research, and it must be reprocessed and reconceptualized according to today’s living culture by connecting to the reading research area. Secondly, philosophical and sociological depth of reading research which corresponds to the psychological tradition and depth achieved by our reading research, must be developed. Also, interdisciplinarity and practicability of reading research must be improved. Thirdly, the space of reading practice must be extended from the school. The reading’s social and cultural infra must be built up to the areas of the aged, occupation, hospital, genius, soldier, counseling, learning, leisure, rehabilitation, enterprise and management, as a challenge of reading policy. Fourthly, the reading situation must be variously networked into a media surroundings. The central government must have the intention to implement the reading on its responsibility, with the recognition that nation-wide reading activity is a kind of the social and cultural infra. A depression of current activities of book review must be overcome. With the book review culture, nation-wide reading activity could establish the successful intellectual society. The book review culture build up through the metacognition or meta-communication about reading phenomena.

Reading Concepts in Cooperative Work by EFL College Students

서재석 한국영어교육학회 2009 ENGLISH TEACHING(영어교육) Vol.64 No.2

Given that reading is treated as secondary in many EFL classes nationwide, and is taught mainly through translation based on word recognition, the focus in this paper was on investigating the effects of cooperative learning on learners’ concepts of L2 reading and their reading skills. Forty-eight students worked together in groups of four in a college reading course throughout one semester in which they helped each other to comprehend L2 texts on various topics in small groups. Data were gathered by means of two different methods: interview and attitude scale. The overall findings of the study showed that the cooperative learning integrated into EFL reading brought various benefits conducive to creating more positive reading attitude and promoting higher reading fluency in L2 classes. Based on the results of the study, some pedagogical implications were provided for EFL in-class reading.

읽기방식에 따른 초등학교 5학년 읽기이해 부진학생의 이야기 글 이해능력

장현숙,이은주 한국특수교육학회 2016 특수교육학연구 Vol.50 No.4

본 연구는 읽기방식에 따라 읽기이해 부진학생과 일반학생의 이야기 글 이해능력이 어떤 차이를보이는지 그리고 추론 오류의 특성은 어떠한지 살펴보는 것을 목적으로 하였다. 서울과 경기 및 인천 지역의 초등학교 5학년에 재학 중인 읽기이해 부진학생 10명, 일반학생 10명, 총 20명을 대상으로 읽기방식에 따른 이야기 글 이해능력 과제를 실시하였다. 읽기방식은 묵독과 음독으로 나누고, 이야기 글의 이해유형을 사실적 정보이해(literal information), 텍스트 연결추론(text-connecting inference) 그리고 빠진정보추론(gap-filling inference)으로 나누어 과제를 실시하였다. 또한 추론 오류유형은 네 가지(잘못된내용이해, 잘못된 추론, 모호한 추론 그리고 표현능력 부족)로 분류하여, 읽기방식별 추론 오류유형의 빈도를 살펴보았다. 연구 결과, 읽기이해 부진학생은 일반학생과 비교하여 음독에서는 사실적 정보이해에유의미한 차이를 보이지 않았으나 묵독에서 유의미한 차이를 보였다. 읽기방식에 따른 두 집단의 추론오류의 특성을 살펴본 결과, 두 집단은 모두 음독보다 묵독에서 더 많은 오류를 보였으며, 읽기이해 부진학생은 일반학생과는 다르게 읽기방식에 상관없이 표현능력 부족의 오류가 많이 나타났다. 이러한 결과를 바탕으로 읽기이해 부진학생의 읽기교수 시, 사실적 정보이해의 향상을 위해 읽기방식을 고려하여야 하며, 읽기를 통해 추론한 내용을 정리하고 구어로 표현하는 훈련이 필요하다고 볼수 있다. This study was carried out to look for how narrative text comprehension ability of normal students and poor comprehenders varies by reading methods and understand the characteristics of errors in inference to help teach reading. 10 poor comprehenders and 10 normal students in 5th grade were selected as subjects. Reading methods were silent reading and oral reading and the assignments types of narrative text understanding were categorized into literal information, text-connecting inference, and gap-filling inference. In addition, the error types in inference were reviewed by 4 divisions (wrong content understanding, wrong inference, ambiguous inference, and lack of expressive power). In result, poor comprehenders showed better reading practice performance in oral reading than silent reading and they showed different performance in understanding of literal information by reading methods. Compared to normal students, they did not show a significant difference in oral reading but significant difference in silent reading. Lastly, both groups showed more errors in silent reading than oral one. Poor comprehenders committed many ‘lack of expressive ability’ errors regardless of reading methods. On the ground of the result, reading methods must be taken into consideration to improve understanding of literal information when teaching reading to poor comprehenders.

A Study on the Relationship between Self-Efficacy Beliefs and Comprehension in English Reading

( Jaewoo Shim ),( Heechul Lee ),( Seunghee Jin ) 대한언어학회 2016 언어학 Vol.24 No.4

The purpose of the study is to investigate the relationship between self-efficacy beliefs and comprehension in English reading. A total of 219 Korean EFL middle school students completed the questionnaires on reading self-efficacy beliefs. To measure students` reading comprehension, English scores of a province-run-achievement test were used. A multiple regression analysis was conducted to examine the relationship between reading self-efficacy beliefs and reading comprehension. The dependent variable was reading comprehension, and the independent variable was reading self-efficacy beliefs with the subfactors of Initiative, Effort, Performance, and Persistence. The result of the study showed that two variables of Effort and Performance were significant to predict the variance in reading proficiency (b=0.241 and b=0.248, p<0.05, respectively). In addition, R²was 0.343 (p<0.01). This means that 34.3.1% of variance of reading proficiency was accounted for by the linear combination of reading self-efficacy beliefs. These results imply that there is a strong relationship between reading self-efficacy beliefs and reading proficiency. Pedagogical implications based on the findings are discussed.

독서일기를 활용한 창작 지도 방법 연구

김선민 한국초등국어교육학회 2011 한국초등국어교육 Vol.46 No.-

Reading education in the field of elementary school is more dynamic than ever. The interest of curriculum about reading with financial support has researched in diverse way related to improve the academic achievement. The direction of reading education is determined by the primary purpose of reading. Reading is very important curriculum guidance elements in the aspect of literary education as well as reading education. Ultimately,literature education cannot be achieved without reading. There is no doubt that emotion and personality of students are cultivated by reading good work. In the context of literature, reading creation focus on the creative reproduction of literature work. Especially it should be the activity to contribute to cultivate elementary schoolchild's good attitude for literature writing. In terms of such aspect, it is necessary to understand what is the contribution of reading to creation. The analysis and application of creative elements and factors that reading contributes are the basis for reading creation activity. The cognitive activity as a good interaction of reading and creation is to analyze and apply the creative elements and factors that reading contributes. In addition, the function of reading and creation as social interaction should be able to secure the universality of writing life 98 한국초등국어교육 제46집literature through creative reproduction. It corresponds with the demand of reconceptualizing the context of literature perspective which should shift from the substance-based literature to activity-based literature. Therefore,literature should be explained by singing, storytelling and showing, and based on that, it should make effort to activate. 독서일기를 활용한 창작 교육은 새로운 일기쓰기의 패러다임을 통하여 아동의 인격을 존중하고, 자유로운 사상을 창작으로 표현할 수 있는 기회를 부여한다는 데에가치가 있다. 독서일기를 통하여 독서에 대한 지속적 흥미를 자극하고, 창작에 대한동기와 자신감을 얻을 수 있다. 독서교육과 더불어 문학교육의 측면에서 독서는 매우중요한 교육과정 지도 요소이다. 궁극적으로 문학교육은 독서를 통하지 않고서는 이루어질 수 없다. 좋은 작품을 잘 읽는 것으로부터 학생의 정서와 인격을 함양할 수있다는 것은 의문의 여지가 없다. 문학교육의 맥락에서 볼 때 독서창작은 문학 작품의 창조적 재생산에 초점을 맞춘다. 특히 초등학생들의 좋은 문학창작 태도의 함양에 기여할 수 있는 활동이 되어야한다. 그런 측면에서 독서가 창작에 기여할 수 있는 것이 무엇인가 파악해야 한다. 독서가 기여하는 창작의 요소와 요인들을 분석하고 그것을 창작 활동에 적용하는것이 독서일기를 통한 창작 활동의 기본이 된다. 독서와 창작의 상호작용으로서의인지적 활동은 바로 독서가 기여하는 창작 요소와 요인을 분석 적용하는 일이다. 또한 사회적 상호작용으로서의 독서와 창작은 창조적 재생산을 통하여 생활 문학 창작의 보편성을 확보할 수 있어야 한다. 이것은 바로 실체 중심의 문학관에서 활동 중심의 문학관으로 전환해야 하는 문학교육의 맥락에 대한 재개념화의 요구와 부합된다.

Re-examining the Role of Reading in the Era of Communicative Language Teaching

김성애 팬코리아영어교육학회 2009 영어교육연구 Vol.21 No.4

The aim of this study is to emphasize the role of reading in the era of communicative language teaching and argue that reading, as an important source of language input that is crucial for the development of communicative language ability, deserves a greater portion in the Korean student’s English learning experience. For this aim, the study first describes the reading process with two conflicting hypotheses, compares L2 reading with L1 reading, and introduces the component skills of fluent reading. The study then examines the role of reading in the EFL context and discusses L2 reading instruction, describing factors to be considered and strategies to be used. In addition, based on the results of the author’s own previous studies, the study describes the problems and sources of the problems in the English reading instruction in Korea and considerations in the design of the reading instruction. Finally, the study states the concluding remarks and makes suggestions to make reading play a more important role in the Korean students’ English learning experience and thus contribute to developing their communicative language ability.

온라인 다독 활동에서 초등학생의 영어 읽기 전략 및 태도 분석

김이담(Kim, Idam) 한국초등영어교육학회 2022 초등영어교육 Vol.28 No.1

This study aims to analyze reading strategies and reading attitudes of elementary school students during online extensive reading. A total of 69 students participated in this study and were divided into two groups: a higher-level group (n = 21) and a lower-level group (n = 21). Both groups were asked to complete surveys concerning their reading strategies and reading attitudes, and take a reading proficiency test. Results showed that there was no significant difference between the higher-level group and the lower-level group in terms of their use of reading strategies. However, a significant difference was observed between two groups regarding anxiety and discomfort. Moreover, male students and female students showed a significant difference in terms of their use of reading strategies. There was a meaningful relationship between reading strategies and the students’ intellectual value regardless of their proficiency level. For the lower-level group in particular, there was also a significant relationship between reading strategies and comfort as well as between reading strategies and anxiety. Based on these findings, an appropriate teaching of reading strategies and the support of interesting activities to lower students’ anxiety can be suggested for a successful online English reading.

독서성숙도가 직무열의에 미치는 영향: 자기주도성과 자기효능감의 매개효과와 독서코칭의 조절효과 검증

기노경 대한경영학회 2022 大韓經營學會誌 Vol.35 No.5

It has become *universal common sense that reading contributes to the improvement of learning skills and is effective in building up knowledge in life. It also has a positive impact on the performance and achievement of the organization in which he worked, as well as personal growth. This study is to verify the causal relationship between job factors in the organization field by introducing the concept of reading effect, which has been mainly studied in the existing humanities and education fields. This study started from the limitation that reading management techniques or programs that have been actively implemented since the 2000s have not been strictly verified the reading effect. To this end, this study expanded from the existing concept of literacy and utilized reading maturity factor including concepts such as growth and maturity of readers as a representative indicator of the reading competency. With the emergence of the concept of reading maturity, it has become possible to expand the perception that reading can flexibly respond to situations and contribute to achieving social outcomes in a complex and changing society. In this study, the intrinsic motivation of self-determination theory was used as the main theoretical argument to explain the positive effect between variables. The theory of self-determination purely explains the motivation of an individual’s voluntary expression as an intrinsic motivation. Intrinsic motivation refers to the highest level of motivation as a state in which autonomous motivation is satisfied. The theory of self-determination is being used as a useful theory to explain the motivation for reading. In this study, factors explaining self-determination’s intrinsic motivation were viewed and investigated from two aspects. First, the concept of reading maturity comprehensively includes the source factors of intrinsic motivation, and secondly, a separate variable acting as the source of intrinsic motivation was assumed to mediate the relationship between reading and job-related factors. Based on this, a hypothesis was established and verified. The subjects of this study were 436 army battalion-level soldiers. A structural path model analysis using SmartPLS was performed in this study. As a result of the verification, it was proved that in the relationship between reading maturity and job engagement, the single mediating effect and the double mediating effect of self-directedness and self-efficacy were completely mediated. However, in the relationship between reading maturity, self-directedness, and self-efficacy, the moderating effect of reading coaching did not secure statistical significance. Based on the concept of intrinsic motivation in self-determination theory, this study considered that mature readers are full of intrinsic motivation. In addition, it was predicted that through various experience factors, they would respond appropriately to the changing situation and devote themself passionately to the task entrusted to them. Through this study, the unique effect factors of reading on job factors was proved, and reading coaching and related programs suitable for organizational characteristics could be designed. Finally, based on the findings, we present significant academic and practical implications and future research topics.

아동‧청소년기의 독서 정체 이유에 관한 연구 : 대학생의 독서 경험 회고담을 중심으로

이지영 한국독서학회 2019 독서연구 Vol.0 No.52

In this study, “reading stagnation” refers to the reader’s poor level of reading quantity and attitude for a specified period of time. The possible reasons for reading stagnation were examined through the literary reading experiences of university students. The possible reasons for reading stagnation by school level are as follows. 1) Elementary school students: conflicts with parents who are sponsors of literacy, distance from the reading space, and fear of longer books. 2) Middle school students: lack of reading motivation, discovery of preferred genres and books, conflicts with academics and readings, and reading events with peers. 3) High school students: absence of reading due to schoolwork, forced reading for entrance examinations, and negative perspective toward reading. Reading Stagnation varies depending on the experience of the individual reader and school level, as well as a combination of several factors. Reading stagnation may be related to reading behavior, or to psychological reasons, such as reading perception. The process of looking back at the reading stagnation experiences of individual readers captures the significance of reading education: it is an opportunity for reflection on reading. 이 연구에서는 독자 스스로 독서가 부진한 상태가 일정 기간 지속되어 독서량이나 독서 태도가 낮았다고 인식한 시기를 ‘독서 정체’로 보고, 독서 정체가 나타나는 이유를 대학생의 독서 경험 회고담을 통해 살펴보았다. 독서 정체의 이유를 학교급별로 살펴보면 다음과 같다. 1)초등학생: 문식성 후원자인 부모와의 갈등, 독서 공간과의 멀어짐, 긴 글에 대한 두려움. 2)중학생: 읽기 동기 결여, 선호 장르 및 도서의 발견, 학업과 독서와의 갈등, 독서를 둘러싼 또래와의 사건. 3)고등학생: 학업으로 인한 독서의 부재, 입시를 위한 독서, 독서에 대한 부정적 시선. 독서 정체는 개별 독자의 경험에 따라 학교급에 따라 다르게 나타나며, 여러 요인이 복합적으로 작용한다. 독서 정체는 책을 읽는 독서 행위와 관련되며 독서 인식과 같은 심리적 이유와도 관련된다. 독서 정체 경험을 회고하는 과정은 독서에 대한 성찰의 기회가 된다는 점에서 독서교육적 의미를 가진다.