그림책 기반 초등영어 수준별 리터러시 학습 양상 탐구를 위한 실행 연구

박지원(Jiwon Park),김혜리(Hae-Ri Kim) 한국초등영어교육학회 2022 초등영어교육 Vol.28 No.3

초등학교에서 정규 교과목으로 영어를 가르치기 시작한 시기부터 현재까지 학습자의 영어수준을 고려한 수업의 필요성은 꾸준히 제기되어왔으며, 이를 해결하기 위한 노력이 다양하게 이루어졌다. 특히 학년이 올라갈수록 아동들의 영어 수준차가 누적됨에 따라 점차 영어에흥미를 잃는 아동들이 늘어나는 경향이 있는데, 문자언어 학습이 강화되는 고학년 시기에 수준차가 더욱 크게 나타나는 실정이다(권현정, 김혜리, 2012; 이완기, 2014). 하지만, 아동의수준에 따라 교육의 목표, 내용, 방법 등을 달리하는 수준별 수업은 수준에 따른 집단 편성에 의한 구분이 하위 집단에게 열등감을 일으키고 아동 간의 위화감을 조성할 수 있다(이경화 외, 2016). 수준별 수업을 적용할 때 현저한 부진을 보이는 아동들의 경우, 학습 동기를가질 수 있도록 단계적으로 향상시키는 것이 중요하며(정행, 노영신, 2009), 영어 학습에서느꼈던 좌절감과 부정 정서를 극복하고 수업에 참여할 수 있도록 적절한 자료 활용에 대한탐색이 필요하다(권현정, 김혜리, 2012; Jeong & Kim, 2012). 한편, 그림책은 글과 그림이 상호작용하여 이야기를 만들어 내거나 정보를 전달하므로 영어 수준이 낮은 아동들도 그림을 보며 내용을 파악할 수 있으며, 다양한 수준의 어휘나 표현도 포함하므로 상위 수준 아동들의 흥미도 유발할 수 있다. 따라서, 다양한 수준의 아동이있는 학급에서 같은 그림책을 읽더라도 수준별 후속 활동을 수행할 수 있기에 다인수 학급에서 효과적인 수업 자료가 된다(김혜리, 2015). 이와 같은 그림책의 교육적 이점 때문에 국내에서도 초등영어 교육에 그림책을 포함한 아동문학 텍스트를 활용한 연구가 활발히 이루어졌다(김혜리, 김은연, 2012; 김혜리, 이정윤, 2009; 박수정 외, 2019; 박정은, 안경자, 2014). 실제로 그림책을 짧고 쉬운 동시 읽기와 연계한 연구에서 아동들은 자신들의 영어수준에 따라 텍스트에 반응하면서 각자의 수준에서 언어적 향상도와 만족도를 보여주었으며(김혜리, 김은연, 2012), 동일한 텍스트를 읽더라도 영어 수준에 따라 다양한 방식으로 문자언어를 사용해 표현하였다(김혜리, 이정윤, 2009).… This study aims to explore the process of a level-differentiated literacy class in primary English using picture books and investigate the aspects of the learner’s English reading and writing. To achieve the objectives, the following two research questions were proposed: 1) How can each cycle of a level-differentiated literacy class based on picture books be practiced? 2) What are the aspects of a level-differentiated literacy learning in primary English? To answer these questions, data were collected from diverse sources and qualitatively analyzed. The results are as follows. First, a level-differentiated literacy class using picture books was conducted through three cycles. In Cycle I, the students set the stage for reading by decoding words. In Cycle II, students began to read sentences and tried to write. In Cycle Ⅲ, it was possible to develop an integrated literacy through information reading. Based on the positive results of the three cycles, lesson models were derived. Second, it was possible to find three aspects of reading and writing according to the level of students. Low-level students built a foundation of literacy learning from decoding to sentence writing. Mid-level students attempted meaningful writing related to their experiences and processed information using the text they read. High-level students responded to the text in-depth as well as producing their own ideas. Based on the results, some suggestions were provided.

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.

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.

문학텍스트 기반 반응저널쓰기를 통한 초등영어쓰기에 대한 연구

김혜리 ( Hae Ri Kim ),김소종 ( So Jong Kim ) 글로벌영어교육학회(구 호남영어교육학회) 2010 Studies in English education Vol.15 No.1

The study is to investigate the effect of using literary texts on students` writing in primary English education. To accomplish the objective, the researchers designed a program in which students wrote double-entry journals as their responses to literary texts on a regular basis. The following research questions were proposed: 1) What effect does the utilization of literary texts have on reaction-centered writing activities? 2) What changes can literary text-based writing activities bring about in learners` and their parents` awareness of English education? Data collected from students` journals, classroom teachers` observation diaries, surveys, and interviews, were encoded and categorized. Data analysis revealed the following results. First, students experienced diverse literary texts, and tried to write their own journals creatively utilizing such texts. Second, students and their parents developed a positive attitude about reading and writing in English through writing-activity utilizing literary texts. Based upon positive 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 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.

초등영어 내용통합 수업에서 동시와 이야기를 연계한 문자학습의 양상

김혜리(Kim, Hae-Ri),김은연(Kim, Eun Yeon) 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.2

The purpose of this study was to investigate the aspects of content-based integrated language teaching using poetry and story connection in a primary English classroom. To attain the objective, the following research questions were proposed: 1) How does the different genre of texts help children learn in the process of content-based integrated learning using poetry and story connection? 2) What different aspects of reading-writing did the children exhibit according to their English level in content-based integrated teaching? Data for both qualitative and quantitative analysis were collected. The data analysis yielded the following results: The first finding was that the children showed various aspects of content and language learning based on the characteristics of the text genre. The students demonstrated different reading behaviors depending on the genre, and strengthened their language and content understanding through reading a poem and then a story for each theme. The second finding was that children learned reading and writing differently according to their English level through content learning. They showed different preferences for text genre and achieved different results according to their level. In addition, during the extended writing activity, they showed different writing styles according to their level. Based on those conclusions, the suggestions were made for follow-up studies.

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.

영어 의사소통 능력 향상을 위한 교과 통합 기반 복합적 문제해결 프로그램 개발 및 적용

김혜리 ( Kim Hae-ri ),박경진 ( Park Kyung-jin ),김유민 ( Kim Yoomin ) 한국초등교육학회 2021 초등교육연구 Vol.32 No.S

본 연구의 목적은 영어 의사소통 능력을 함양하기 위한 교과 통합 기반 복합적 문제해결 프로그램을 개발하는 것이다. 또한, 개발한 프로그램 일부를 초등영어 수업에 적용하여 활용 가능성과 효과를 탐색하고자 하였다. 먼저, 프로그램의 개발을 위해서 영어 교과를 중심으로 사회, 과학, 도덕, 실과, 미술 등 관련 교과의 내용을 통합적으로 연결하여 문제해결 활동을 할 수 있도록 학생들의 삶과 관련된 네 가지 주제를 선정하고 주제당 7차시로 총 28차시의 프로그램을 개발하였다. 또한, 네 가지 주제에 대하여 관련 교과 및 성취기준, 선정한 영어 그램책, 차시별 세부 활동, 수업 지도안 및 활동지를 제시하여 교육과정에서 활용이 용이하도록 개발하였다. 수업 모형은 온라인과 등교 수업을 병행하는 방식으로 구성하였으며 수업의 단계는 생각 열기, 문제 해결하기, 공유하기로 이루어진다. 개발한 프로그램 일부를 초등학교 6학년 학생들을 대상으로 실제 수업에서 적용해본 결과 첫째, 아동들은 발화 준비시간이 충분한 문자 언어 발화 상황에서 문제해결을 위한 단계별 질문에 답하면서 논리적으로 문제를 탐구할 수 있었다. 아동들은 문자 언어 발화를 통해 논리적으로 문제를 탐구할 수 있었다. 둘째, 문제해결의 과정에서 언어 4기능을 통합적으로 사용할 수 있었으며 이로써 체계적인 문제해결이 가능하였다. 셋째, 문제에 관하여 탐구하고 해결하는 전 과정을 통해 아동 자신의 삶을 성찰하고 성장시키고자 하였으며, 수업에서 경험한 문제해결 과정을 실생활의 다양한 문제해결에 적용하고자 하였다. 문제에 관하여 탐구하고 해결하는 전 과정을 통해 아동 자신의 삶을 성찰하면서 성장할 수 있었다. 제언으로는, 교과 통합의 의미와 적용 사례, 문제해결력, 영어 의사소통 능력 등의 관련 지식을 통해 전문성을 기를 수 있는 교사 교육, 그리고 본 연구에서 개발한 프로그램 적용에 관한 다양한 맥락에서의 연구가 필요함을 제안하였다. The purpose of this study is to develop a complex problem solving program based on subject integration to improve learners’ English communicative competence. It is also to explore the possibility and effect of applying a subset of the developed programs to primary English classes. For the development of the program, the researchers created teaching materials for 28 periods focusing on four themes which help students engage in problem-solving activities. These programs integrated the contents of related subjects such as social studies, science, ethics, practical science, and art into English. In addition, related subjects and achievement standards, selected English picture books, detailed activities for each period, instructional plans, and worksheets were presented for the four topics to be used in the teaching process. The instructional model was designed in a way that both online and off line classes were combined, and the steps consisted of opening thoughts, solving problems, and sharing ideas. The result of applying the developed programs in actual classes for 6th grade students was the follwing. First, children were able to logically explore problems by answering step-by-step questions in writing where they had enough time to prepare for language production. Second, in the process of problem solving, it was possible to use the four language functions in an integrated manner, thereby enabling systematic problem solving. Finally, through the entire process of exploring and solving problems, the children were able to reflect on and grow their own lives, and to apply the problem-solving process experienced in class to various problem solving situations in real life. As a suggestion, there is a need for research in various contexts on the application of the program developed in this study and a need for the education of teachers who can cultivate expertise through knowledge in curriculum integration, problem solving skills, and English communication skills.