What Works with Struggling EFL Learners?:The Use of Literature and E-mail Writing for L2 Literacy Development

김혜리(Hae-Ri Kim) 한국외국어교육학회 2004 Foreign languages education Vol.11 No.2

This study investigates the implementation of a new EFL course, English Practice. This is designed to enhance English reading and writing skills, and increase literary experiences among university students. For this study, literature for young adults and e-mail writing were introduced to change teaching/learning conventions in an EFL setting. The research framework was practitioner research. Data collection consisted of a survey, students’ writing in the classroom, and the instructor’s field notes and journal. Data were analyzed to address the following research question: What happens when university EFL students read and write English for real purposes? Data analysis revealed that: 1) the students viewed literature and e-mail writing as a new experience of language learning, 2) the students showed changes in their learning, and 3) the students’ experiences with the literature went beyond language learning. The author concludes that the unique course program provided students with new ways of developing understanding English as a foreign language and provided opportunities to express individual experiences of the texts they read.

영어 교수,학습법 개발을 위한 전래동화와 패러디의 연계 활용에 대한 연구

김혜리 ( Hae Ri Kim ) 21세기영어영문학회 2011 영어영문학21 Vol.24 No.1

The aim of this paper is to develop English teaching-learning method through the integrated use of folktales and parodies which are familiar to both language learners and teachers. Two tasks-texts selection and analysis for the integrated use of folktales and parodies, and developing teaching-learning method for the use of the selected texts-were set up to accomplish the purpose of this study. The results of the study emerged in two steps. First, The Three Little Pigs and its parodies-The Three Little Wolves and the Big Bad Pig, The True Story of the Three Little Pigs and The Three Pigs were selected and analyzed for the next step. Then teaching-learning methods for English learners were developed. For example, the study suggested how to develop oral language skills through the storytelling technique, how to integrate four language skills through the use of the selected folktale, The Three Little Pigs, and its parodies, how to use stories to integrate content and language for real communication, and how to develop critical thinking and extend imagination using literary elements of folktales and parodies. Based on the results, the study suggests teachers to apply methods and techniques to other stories and context in the teaching of English in EFL settings.

아동문학 기반 총체적 언어학습을 위한 초등영어 교실수업모델 개발 및 적용

김혜리(Kim, Hae-Ri),권수옥(Kweon, Soo-ok) 한국초등영어교육학회 2011 초등영어교육 Vol.17 No.1

The purpose of this paper is to develop a program for elementary literacy enhancement through children’s literature, and to examine the possibility of implementing in primary English classrooms. To accomplish the objective, we used three theoretical foundations based on TPR storytelling (Ray & Seely, 1999), whole language learning (Freeman & Freeman, 1998), and content-based instruction (Brinton, Snow, & Wesche, 1989). First, we developed three different teaching-learning models (TPRS Model, WLL Model, and CBL Model) to educate diverse learners with different grade levels and language abilities. Based on the three different teaching-learning models, we selected 40 literary texts for developing teaching-learning materials for the elementary English classroom and additional 40 matching texts for outside classroom usage. The teaching materials include a lesson plan, worksheets, PPT materials, and a teacher’s manual for each selected text. We tested the models to students through actual classes in which one text from each model is fully demonstrated and to teachers through a teacher training program. The survey results from both students and teachers show that the program was successfully implemented to help increase the elementary English teaching-learning efficacy in Korean context.

아동문학 텍스트 활용 초등영어 토의 수업을 위한 실행 연구

김혜리(Kim, Hae-Ri),정윤희(Jung, Youn Hee) 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.1

The purpose of this study was to explore the process of implementing literature discussion using children's literature based on the framework of action research in a primary English classroom. To attain the objective, the following research questions were proposed: 1) What are the aspects of children's English speaking during literature discussion based on children's literature? 2) How can children's English learning be extended through response activities after literature discussion? To find the answers to the research questions, data were collected from diverse sources such as literature discussion and interview transcripts, teacher's field notes, and children's worksheets and feedback. Data collected were analyzed in a qualitative manner. In the study, the children were able to implement literature discussion in English through three transitional stages. The data analysis yielded the following results: The first finding is that the children had opportunities for authentic English speaking by sharing direct and indirect experiences and showed different aspects of discussion according to different literary genres such as narrative stories, dramas, and poems. The second finding is that children's English learning was extended through various response activities after literature discussion. Based on the results of this study, suggestions for future studies are provided.

영어동시 활용 초등영어 읽기-쓰기 연계학습에 대한 연구

김혜리(Kim, Hae-Ri),강영옥(Kang, Young-Ok) 한국초등영어교육학회 2009 초등영어교육 Vol.15 No.1

The purpose of this study is to explore the process and possibility of implementing the reading-writing connection in primary schools using English poetry for children. To accomplish the objectives, the following research questions were proposed: 1) What are some tendencies of primary school learners' writing when English poetry for children is used for the reading-writing connection? and 2) What influence did the instruction based on the reading-writing connection through children's poetry have on the students' English learning experience? Data for qualitative analysis were collected from poems written by 33 primary school students, teacher's field notes, surveys and interviews. Data analysis revealed the following results. First, participants of the study started to writer English poems by imitating sample poems and then tried to write poems with their own creative ideas. During this process, they employed poetic elements such as visual supplementary unit, figurative language devices like simile or metaphor, rhyming patterns and dramatic format. Second, participants showed positive changes in their ability and attitude towards English learning after participating in activities through the reading-writing connection based on English poetry. Based upon the results of the study, several suggestions are provided for future studies.

정보 그림책 활용 사회 내용 통합 기반 초등영어 학습과 세계 시민 교육 탐색

김혜리(Kim, Hae-Ri),박해인(Haein Park) 언어과학회 2021 언어과학연구 Vol.- No.99

The purpose of this study is to develop and implement a primary English learning program in which English and social studies are integrated using informational picture books. Three research questions were set up and twenty-three fifth graders participated in the study. Data from diverse sources were collected and qualitatively analyzed. The data analysis yielded the following results. First, the researchers developed a program for primary English learners by selecting informational picture books, designing an instruction model, and providing appropriate activities and lesson plans. Second, the participating children could start and extend their production skills using language patterns and expressions from the picture books. The repetitive or major patterns in picture books stimulated even the slower learners" production of English. Finally, students" output featured global insights in various aspects such as recognizing the responsibilities and rights of democratic citizenship, respecting the diversity of race and culture, and interest in problem solving and practicing.

그림책을 활용한 외국어 교육의 이론과 실제 -이브 번팅의 사회문제를 다루는 작품을 중심으로-

김혜리 ( Hae Ri Kim ) 건국대학교 동화와번역연구소(구 건국대학교 중원인문연구소) 2004 동화와 번역 Vol.8 No.-

아동문학 텍스트 기반 초등영어 읽기 전략 지도

김혜리(Kim, Hae-Ri),김영미(Kim, Young-Mi) 한국초등영어교육학회 2010 초등영어교육 Vol.16 No.3

The purpose of this study was to investigate the reading process of primary school children through teaching reading strategies using children's literature. The use of children's literature as the reading material is proposed herein as it is believed that the materials match the learners’ interests and will effectively promote the use of reading strategies and reading comprehension among primary school students. To attain the objectives, the following research questions were proposed: 1) What are the aspects of reading comprehension when children are taught reading strategies through children's literature? 2) What are the impacts of reading strategies through literature on children’s English learning? To find the answers to the research questions, lesson transcriptions, students’ artifacts, students’ reading logs, teacher's field notes, think-aloud protocols, tests, interviews, and children’s comments on the lessons were used as major sources for qualitative data. English reading comprehension tests, questionnaires, and think-aloud tests were used as tools for quantitative data collection and analysis. The data analysis yielded the following results. The first finding is that the students showed dynamic reading comprehension processes while using the reading strategies. The second finding is that the students showed growth as English learners through reading children's literature. Based on the results of this study, several suggestions on the teaching of reading strategies using children's literature are provided.

아동문학 텍스트 기반 학년 교차 읽어주기가 초등학생들의 영어 학습에 미치는 영향

김혜리(Kim, Hae-Ri),안정원(Ahn, Jung Won) 한국초등영어교육학회 2014 초등영어교육 Vol.20 No.2

The purpose of this study was to investigate the effects of cross-age reading by using literacy texts for children. The following research questions were proposed: 1) How does cross-age reading using children's literature impact primary school learners' literacy learning? 2) How does cross-age reading influence on children's attitude toward English learning? To find the answers to the research questions, 24 second- and 24 fifth-graders participated in this study. Data from various sources such as students' comments, questionnaires, interviews, teacher's field note, test results and students' journals were collected and analyzed in a qualitative manner. The data analysis yielded the following results. The first finding is that the students' literacy had gradually developed through cross-age reading program. The fifth graders engaged in the repeated reading because they had to perform their oral readings for a real audience, and it helped them build reading fluency and also positively affected comprehension. Additionally, through discussion of the text and writing journals after reading, the students showed their English development. The second finding is that the students had a chance to understand others and improved self-directed learning capability. By taking the roles of the teacher, the fifth graders had responsibility and leadership, and the successful experience stimulated their internal motivation that became the basis of self-directed learning. This process provided the fifth graders an opportunity to understand their teacher, friends and second graders to whom they read stories. Based on the results, suggestions for further studies are made.

정보 중심 텍스트를 기반으로 한 초등영어-미술 통합 수업에 대한 연구

김혜리(Kim, Hae-Ri),유문정(Yoo, Moon-Jung) 한국초등영어교육학회 2013 초등영어교육 Vol.19 No.2

The purpose of this study is to explore the aspects of implementing English-art integrated lessons based on informational literary texts focusing on the development of children’s English ability and their artistic experiences in a primary EFL setting. Two research questions were proposed: 1) What types of English experiences will students get through English-art integrated lessons using informational texts? 2) How do students extend their artistic experiences when art becomes the tool for English learning? To find the answers to these questions, data was collected from various sources and then analyzed. The first finding demonstrated four types of English learning in the participating students: First, students had a real purpose for using English while they were describing the art work they created. Second, the support provided by the teacher during the class facilitated classroom talk and it became a source for students’ writing. Third, students used art information and illustrations from the text as a means to understand the target information. Fourth, the study highlighted the process of learning a new language through a student’s growth. The second finding showed that students extended their artistic experiences through English-art integrated lessons: First, students in the study developed their own creative art works by imitating the great artists’ techniques. Second, students understood the artists personally through texts, which made them sympathize with the artists and became curious about their lives and masterpieces. Third, students’ knowledge about art improved which helped them to broaden their perspectives on general arts. Based on these results, suggestions for further studies are provided.