지난 여정의 지도에서 내일을 보다:한국영미문학교육학회 30년, 드라마 교육 분야 성과와 전망

박정만 한국영미문학교육학회 2022 영미문학교육 Vol.26 No.2

The Korean Society for Teaching English Literature (KSTEL), founded in August 1992, celebrates its 30th anniversary this year in 2022. At this point, it will be meaningful to look back and reflect on the past journey of KSTEL and to anticipate and prepare for the future. For this purpose, ‘archiving’ academic achievements of KSTEL so far is a course that must be taken in preparation for the future, and will be a necessary step at this moment of time when the past and the present meet and, at the same time, the present encounters the future. This paper aims to survey the ‘English drama education’ articles published in The Journal of Teaching English Literature of KSTEL from the first issue in 1996 to the 2021 winter issue, and to track changes and trends in pedagogy as well as research methodology and themes during the period. In addition, while commemorating the 30th anniversary of KSTEL, it also intends to serve the purpose of ‘archiving’ the scholarly research and achievements in English drama education papers published in The Journal of Teaching English Literature, as a work of looking back on the past journey of KSTEL and subsequently creating a map for future travel.

영미시 교육과 영미시 활용 - 정의적, 인문학적, 영어교육적 관점을 통합한 영미시 교육 방법론

어도선(Do Seon Eur) 한국영미문학교육학회 2007 영미문학교육 Vol.11 No.1

  This paper aims at offering a range of practical ideas for incorporating the study of English poetry as a literary text and its use as a language resource into English poetry courses in Korea. Given that Humanistic Approach contributes in a significant way to enhancing EFL learners" learning in language and humanities, this paper attempts to integrate the affective sides of language learning into both English language learning and the pleasure of reading English poems. Explaining theories regarding benefits of using English poems, this paper shows how English poetry activities, when well organized and used, can promote both language and self in ways in which learners are encouraged to approach language learning with self-esteem and motivation highly elevated enough to work with their critical and creative powers freely. In presenting a wide variety of motivating activities ranged from the pre-reading and while-reading to the post-reading section that focus on both linguistic and humanistic approaches, this paper suggests a major paradigmatic shift in the field of English poetry studies in Korea. The shift, this paper argues, will usher in a mutually beneficial relationship between the study of English poetry as an end in itself and the use of English poetry as a rich language resource, which can be the most practical and at-hand way to cope with crisis in Humanities in Korea.

문학과 문학교육의 의미 : 영미권의 문학교육 연구와 외국어로서의 영어교육(EFL)

이동환(Dong-hwan Lee) 한국영미문학교육학회 2012 영미문학교육 Vol.16 No.1

This article aims to draw pedagogical implications of English literature education under the EFL context by critically inquiring research trends on literature education in Anglophone academia. For the past sixty years, these trends narrow down to three salient viewpoints. First, a liberal education after World War II had focused on patriotism, logical thinking, and appreciations of something emotional in the textual grain. Second, the Civil Rights Movement and the subsequent Political Correctness have opened the way for reading against the textual grain. Third, literature education as a means of providing authentic language inputs for immigrants and adolescents has been stood out for the past twenty years. Since 2000, discussions about literature education has begun to leap over the limit of belles-lettres by comprising it under the larger boundary of literacy education in EFL context. In this vein, literacy does not strictly divide the text between literature and language education and the narrow boundary of text genres loses its validity. The learners can raise a sense of spontaneity so that they can creatively break apart many diverse means of communication from words to visual images and construct them on the basis of their own criteria. Thus, the meaning of literature can be defined as a relational web of diverse communicative means from which the learner can construct his or her own interpretations of the text.

교육 연극 기법 기반 영미 드라마 수업 모형

김경한(Kyong-Hahn Kim) 한국영미문학교육학회 2012 영미문학교육 Vol.16 No.2

This study provides a teaching model for English and American drama based on educational drama techniques. In this model, a traditional drama canon is used as the text for the course, but instead of covering the entire text, the course mainly deals with selected parts of the text to reduce the text difficulty. The model may have some limitations in that it is just useful for the beginning courses, not being applied to all of the drama courses, but using this model, students will be able to enhance their understanding of drama itself and at the same time their English communicative competence. Compared with poetry and novel, drama is known as a genre which is very profitable for communicative language teaching due to its dialogue form. Despite the advantage of communicative teaching, however, drama has not been used widely for English education. This indicates that drama is no exception to the essential problem of literary education in an EFL setting. Like poetry and novel, drama is basically long and difficult for our students. Besides the problem of the text length and difficulty, drama has also been criticized for its lack of any proper teaching method. Drama classes in college are taught in a similar way as poetry and novel classes, based on close reading and text criticism. In recognition of such criticism, many scholars in Korea since 1990s have tried to teach drama focusing on performance. If drama is basically written for stage performance, drama class should concentrate on stage performance as the final result. But as is well known, performance demands a lot of professional knowledge and training in acting for amateur students. It also demands for students to spend a lot of time and energy in staging performance while studying other subjects in the semester. In this context, a new method, so-called “educational drama” (drama in education, process drama, creative drama) was suggested by Dorothy Heathcote and became popular in drama teaching. In an educational drama class, the text is not given to students. Instead, a concept or a theme is provided for the making of students’ own creative drama. Since drama classes in Korea mostly use drama canon as the text, this study introduces a model that incorporates the drama text with educational drama techniques. This study uses Christopher Marlowe’s Doctor Faustus as the text for 3rd grade of English major in college for one semester. Since students basically have difficulty understanding the text, key parts of the text are only chosen and the entire plot of the text, instead, is explained by the teacher in role. The point of educational drama is that students make their own drama based on their creative reinterpretation of the selected parts using a variety of educational drama techniques. As a result, students can understand that Dr. Faustus ends in torture and death for the transaction of his soul with Lucifer in return for knowledge and power, but at the same time come to a new understanding of the relationship between Renaissance political structure and theatrical punishment.

총체적 언어 교수법 기반 EFL 문학 수업 모형과 문해 습득

김경한(Kyong-Hahn Kim) 한국영미문학교육학회 2013 영미문학교육 Vol.17 No.1

This study reviews the significance of the whole language approach (WLA) in literacy acquisition using the narrative text (story) and develops an instruction model for WLA-based literature teaching which can be applied to the actual English classroom. In so doing, the study suggests that the narrative text of the colloquial style, such as fairy tales and nursery rhymes, are critical to literacy acquisition and that students should be exposed to such stories as much as possible from the early period of literacy education. There have been many studies on the use of the literary text in terms of the WLA so far, but those studies wanted for systematic teaching methods in relation to literacy acquisition. For example, there is little research on the mechanism of how literacy acquisition is related to the literary text per se and on the actual instruction model based on the WLA theory. Furthermore, very few is the experimental research on how the WLA-based literature teaching model should differ in EFL contexts. The WLA has the tendency to be more a philosophical theory rather than a teaching method so that it is weak in providing technical teaching methods applicable to the actual classroom, and its lack of systematic methodology results in preventing the WLA from being actively implemented into EFL English language teaching. This study develops a WLA-based instruction model for EFL literature teaching and design an experimental course in order to examine its effectiveness. The model is applied to the course of “English Readings” in college of education for which first year of 30 English majors are enrolled for one semester. The course proceeds for 3 hours per week. For the texts covered in each week are nursery rhymes and fairy tales that have some patterns repeated in vocabulary, sentence structure, or ideas (pattern book or predictable book). At the end of the semester, a post-survey is conducted to see students’ response to the course. The result is very positive and encouraging in that students show strong interest in reading Western fairy tales in English. In case of nursery rhymes they feel culturally fulfilled when they experience the rhymes directly. As for literacy, they say that their vocabulary and reading power are certainly enhanced. Specifically, after learning story grammar, it is much easier for them to analyze the story structure and to read stories. Story grammar also helps them write better since the framework of story grammar offers them a kind of guideline for writing. The WLA reaffirms the use of the conventional literacy education by means of literary works. Reading literary texts and writing response papers are recommended to enhance literacy. If the model this study provides is proven to be more successful in the near future, it could bring a new paradigm for English education in Korea.

미국에서의 청소년 문학 교육

황효식(Hyosik Hwang) 한국영미문학교육학회 2008 영미문학교육 Vol.12 No.1

  Recently many universities in the U.S. have established courses related to young adult literature in their graduate and undergraduate programs for both teachers and future teachers. They successfully administer the programs in close conjunction within the fields of education, making social and educational uses of literature effective to the fullest extent.<BR>  This paper examines America"s previous experiences on teaching young adult literature with a view of making good use of these experiences in our Korean educational environment. After a brief survey of the rise and development of American young adult literature, this paper will make a detailed inquiry into the state of teaching young adult literature in the U.S., referring to student/reader-centered teaching methods based in the fields of education and representative course descriptions offered by varied universities.<BR>  Finally, implications from teaching young adult literature in the U.S. will be considered in our own educational environment. If introduced in the Korean secondary school, young adult literature could encourage a student to live a meaningful life as an adolescent securely growing into adulthood. For the English majors in Korean colleges, on the other hand, American young adult literature would provide the foremost textbooks for them to learn the language and literature, though indirectly, making them well-exposed to multi-cultural societies. Furthermore, discussions on teaching young adult literature will actively enhance and promote the literary values, which have been often neglected in the ideological conflicts, led by literary theorists, since the 1980s.

동일성과 차이 사이에서

오승아(Seung Ah Oh) 한국영미문학교육학회 2009 영미문학교육 Vol.13 No.1

Teaching Asian American literature in a Korean classroom can encounter major difficulties in persuading students that Asian American literature is indeed American literature. Assuming an easy conflation of Asian and Asian American literature, due to their historical and cultural consanguinity, students tend to consider Asian American literature too Asian, and therefore not qualified to be American literature. Hence, while the redefining of American literature is urgently called for, it is important to give Korean students an American history lesson—not to awaken them to the official narrative of America that has revolved around white normativity, but to help them understand the notion of race and subsequent alienation from which they are exempted in the Korean context. Beginning with Sui Sin Far, arguably the first Asian American writer at the turn of nineteenth century, and then Jade Snow Wong and Nora Okja Keller, and finally Ishle Yi Park, this paper presents the various ways in which Asian American literary texts are read with emphasis on their “Americanness” which has been conventionally overlooked. In the course of examining the Asian American yearning for America, positional disparity inevitably arises to the degree that it neutralizes consanguinity between Asians and Asian Americans. By acknowledging the difference as well as sameness which has been taken for granted, Korean students can finally begin their exploration of Asian American texts defined as American literature.

미국문학을 통한 문화교육의 모색

임진희(Jin-Hee Yim) 한국영미문학교육학회 2004 영미문학교육 Vol.8 No.1

The question of how to redesign American literature courses in the Korean context has recently been in crucial debate. This paper explores methods of teaching American literature as a part of area studies, with the emphasis on interdisciplinary perspectives and methodologies, American Literary texts have functioned as a crucial part 01 American Studies in Korean academia, to enhance a practical level of understanding of an area and reach a critical awareness of cultural complexities, This paper addresses issues of how to combine area studies and in-depth analysis of American culture, and how to equip students with critical apparatus to understand the US from a multiplicity of perspectives. This paper discusses key issues involved in the current restructuring of curriculum of American literature courses. The courses designed to teach American culture through American literature include such related issues as deconstruction of canon and cultural elitism. Awareness of the politics of the canon leads to the de-centralizing of media, negates the literacy-centeredness of written texts, and encompasses new media and popular culture, These course designs have an interdisciplinary nature, and encourage a holistic perspective of an area from almost any viewpoint of culture, through a methodology that combines different sources of knowledge into an interdisciplinary understanding. Pedagogical theses should be taken into consideration in a specifically Korean context which concerns the readers/receivers in "Reception Theory," in order to engender in-depth understanding of the students, This paper specifically shows how to approach Mark Twain's texts as a pedagogical case study for teaching aspects of American culture and enhancing cultural competence. This paper concludes that the study of American culture is a mainstay of the curriculum in current debate over the role that American literature courses should play in the Korean academe.

문학으로서의 영미문학읽기

윤구상(Goosahng Yoon) 한국영미문학교육학회 2021 영미문학교육 Vol.25 No.2

This article aims to point out that English Literature Reading, which was adopted by the 2015 Revised National Curriculum, deviates from the essence of literature education and thereby to suggest the alternative teaching-learning-evaluation model of English Literature Reading. Reading literature is an aesthetic journey to the fictional narrative world written in the defamiliarized rhetorics, during which readers can broaden their understanding of human beings and the world they are surrounded with through casting a critical light on them. This proposal is drawn from Rosenblatt’s “aesthetic reading,” Jonathan Culler’s “the nature of literature,” and the concept of critical literacy. Second, since the current objective of English Literature Reading proved inconsistent with the concept of reading literature, literary competence is proposed as a new objective. In this context, the five sub-components of literary competence (interpretative, empathic, inter-textual, aesthetic, creative) are proposed.

아시아계 미국문화를 활용한 비판적 다문화교육

이정화(Jung-Hwa Lee) 한국영미문학교육학회 2013 영미문학교육 Vol.17 No.2

Korea has become a demographically multicultural society with the increasing number of migrant workers, foreign brides, and their multicultural children. This article aims to demonstrate how Asian American Literature can be taught to better prepare Korean college students for a multicultural society. For this purpose, I share my experience of teaching Jade Snow Wong's autobiography, Fifth Chinese Daughter, which illustrates the paradigm shift from "race" to "ethnicity" in mid-twentieth-century America and subscribes to liberal multiculturalism. This article first discusses limitations of liberal multiculturalism in Wong's autobiography, criticizing its superficial representations of ethnic difference as well as its reluctance to address racial inequalities. In a roundabout way, the discussion explains my approach to Fifth Chinese Daughter and summarizes main issues discussed in the classroom. Students' responses written before, during, and after reading Wong's autobiography indicate that, by critically reading the text, students could identify with racial and ethnic minorities and gain a more critical and sophisticated perspective on institutionalized inequalities.