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        • KCI등재

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

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

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

            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.

        • KCI등재

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

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

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          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.

        • KCI등재

          한국계 미국청소년문학에 나타난 정체성과 라깡의 히스테리의 담론: Marie G. Lee를 중심으로

          어도선(Do Seon Eur) 한국영미문학교육학회 2005 영미문학교육 Vol.9 No.1

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          In recent years in Korea, research regarding Korean-American literature has been visibly increased in the areas of both English and Korean Literature. However, it has been limited to so-called 'adult' literature although multiculturalism gives rise to small but successful publications in the category of Korean-American literature for young adults, which, like Korean-American 'adult' literature, deals with the pains of diaspora, generation gaps, racial/gender prejudices, cultural rootlessness, and conflictual identities. This article aims at delving into the complex layer of Korean-American adolescent characters who are torn between confusing and disturbing identities that are formed and controlled by the name of the Korean Other and the American Other. Using Lacan's theory of "Discourse of the Hysteria," this article offers a psychoanalytic reading of complicated identities as seen in Marie G. Lee's characters. It explains how a complex, on-going negotiations and conflicts are made to seek a true identity between two opposing Others, between the Others and the objet a, and between the subjects and the ideals valued by the Others. This reading proves that these identities are too polymorphous to be classified in terms of hibridity, liminality, or interstice.

        • KCI등재후보

          실용주의적 문학관: 이론에 대한 저항과 경험의 수용

          나희경(Heekyung Nah) 한국영미문학교육학회 2003 영미문학교육 Vol.7 No.2

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          Theory of criticism, as it began to grow luxuriantly since the mid-twentieth century, seems to face its full blossom nowadays. This paper first explores both the gap between theory and practice and the subsequent feeling of disorientation inherent in the literary discourse of today. Then it interprets and introduces the pragmatic view on literature which is suggested, as a solution to the problems found in the field of present literary criticism, by such pragmatic writers as John Dewey, Richard Rorty, Harold Bloom, and C. S. Lewis. Those pragmatic writers in common point out, as the cause of those confusions, that the theory-dominated critical trend of today unduly severs human experience and then violently equalizes the different colors of experience. Those pragmatic writers respectively suggest, as an alternative to theory-dependent criticism, the recovery of the continuity and fullness of experience, reading of literary works as a spiritual exercise, the joy of solitary reading, and a wholehearted acceptance of literary experience. They all argue that a reader should focus his attention not just on the content of reading but on the modality of the act of reading, and that a critic aim at acquiring the fullness of experience, rather than that of self-indulgent authority and power from literary reading.

        • KCI등재

          전래동화 읽기와 영어교육

          원유경(Yoo-kyeong Won) 한국영미문학교육학회 2010 영미문학교육 Vol.14 No.1

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          Nowadays, the classroom is changing. Universities now perceive academia to be just another kind of business and the focus for curricula is now on practicality. The professors who have insisted on teaching literature, considering literature to be the fountain of culture, have come to admit they have to change to cope with the expectations of students and the demands of society. The solution is to design courses which most effectively teaches English through literature while successfully retaining the importance of learning “art” against this rising tide of “business.” This paper tries to show an example of such a course which aims at teaching English and literature at the same time by using the tales of Perrault, the Brothers Grimm, or other writers who have recorded oral folk lore. To combine literary education with language education, the course should not deal with just the simplified versions flooding the ESL market. Through reading the original fairy tales, students can gain literary knowledge and enlighten their own minds. By seeing how each version of fairy tales was recorded differently by various writers, they can learn how the texts are constituted by their culture and develop the tools they need to understand society, life and the world. At the same time, students can learn English through fun lesson plans using fairy tales and, more effectively, through various texts such as audio books, sound files, films, video files, and the Internet as well as written texts

        • KCI등재

          영미 아동청소년 문학 작품을 활용한 교육대학원 영문학 수업 사례

          김영미(Youngmee Kim) 한국영미문학교육학회 2016 영미문학교육 Vol.20 No.1

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          This study aims to describe an English literature course offered for students of English language education major in a graduate school of education, and to evaluate the course by feedbacks from the students. The students of this course are both English learners and pre-service English teachers. The dual status encouraged the instructor to set two course objectives; to read English literature text for fun as a learner, and to find educational implications by self reflection on reading process and by awareness of various issues on reading education as a teacher. According to the objectives, this course was organized like this; first, reading English young adult literature for fun and group discussion using personal experience and responses on the text, and second, lectures on brief background of English young adult literature, cognitive reading process, extensive reading, and reading education, etc. At the end of the semester, the students were asked to evaluate this course by a course feedback form made by the instructor. Their feedbacks were given on (1) reading for fun and the effect (2) reading experience of English young adult literature, (3) group discussion based on reader response, (4) contents of lecture. Overall students gave positive reponses on (1), (2), and (4) while they had mixed opinions about discussion techniques and other details on (3). In conclusion, the main objective of the course, ‘read for fun' by connecting text and reader's personal experience, is considered to be achieved, but more ideas and researches on detailed procedures will be needed for the improvement of the course in the future.

        • KCI등재후보

          생태의식 함양을 위한 바람직한 문학 교수 모형 연구

          신문수(Moonsu Shin) 한국영미문학교육학회 2004 영미문학교육 Vol.8 No.1

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          This study aims to propose a teaching model for literary ecology, which has recently been widely recognized as an important branch of literary studies in Korea as well as in the rest of the world, Literary ecology, roughly defined as "the study of the relationship between literature and the physical environment," initially appeared as a response from the profession of literary studies in an age of environmental crisis, Because of its relative newness, although growing rapidly, literary ecology has yet to develop an appropriate educational program which has the content and methods of its own, Conducted in the spirit of commitment to environmental praxis, literary ecology primarily aims to change behavior culturally as well as personally rather than acquire knowledge about environmental issues, Embracing this generally accepted idea, this study proposes the four goals of literary ecology in the pedagogical context: (1) to understand the complexity of nature; (2) to understand the interaction and interconnection between man and nature; (3) to explore the language and the rhetoric in environmental discourse including the representation of the physical environment; and (4) to internalize the life-centered values, Each goal may have a more specific agenda for its achievement, which is also offered here for illustrative purposes. This study also makes some suggestions which a course on literary ecology should take into consideration in order to achieve its primary aim, the promotion of ecological literacy: (1) the course should be designed from a conscientiously interdisciplinary, multidisciplinary. or trans disciplinary perspective; (2) the course should be conducted with a strong ethical sense of mission and guided by a long-termed vision of the amelioration of environment; (3) the course should include a variety of outdoor experiences of observing, investigating, or exploring nature closely; and (4) the course should lead the students to pay attention to the bioregional issues surrounding their immediate environment.

        • KCI등재

          청소년 문학작품을 이용한 다독 영어수업 사례

          권수옥(Soo-Ok Kweon) 한국영미문학교육학회 2012 영미문학교육 Vol.16 No.2

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          This paper presents a case study of a class using Extensive Reading (ER) program implemented in an English language course at a university in Korea for the purpose of enhancing the four English skills of the Korean learners of English. The purpose of using ER program is to encourage students to read as many books as possible and improve their English ability to become competent in English use. ER program has not been used commonly in university curriculum, although it is believed as an effective way to improve students' English ability. Thus, it is intended in this paper to introduce a reading class conducted in English using ER program, in which students were strongly encouraged to read, write and speak both at home and in class. ER has been beneficial for not only children learning their native language but adult second language learners, especially when considering the limited amount of input exposure of the Korean learners of English who use English only in a classroom environment. Students who took an ER course reported in this paper read four books as required class texts and three or four books as self-selected books during a semester. They wrote response journals after finishing reading done with silent reading and listening to audio books and had a conversation with other students based on their response journals, by which students practiced the four English skills in a course. Students reported through a survey that their English ability improved through the class and showed changes of their recognition of different English skills after taking the class compared to before taking it.

        • KCI등재

          과정 드라마(Process Drama)를 활용한 대학에서의 영미 문학 교육 방법

          박두현(Doohyun Park) 한국영미문학교육학회 2013 영미문학교육 Vol.17 No.3

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          This paper tries to show that process drama as a useful language activity to understand English expression and culture can be a possible method in English literature and language classroom at college level. Kenneth Burke's dramatism should be a useful and important theoretical base for drama activity. William Shakespeare's play, Romeo and Juliet is used as a major story structure to perform process drama activity in the college classroom. In the EFL pedagogy in recent years the focus of language learning has moved from teacher-centered lecture to students-centered activity like reading literary works. Process drama then can be a pivot method for student-centered class. It would be noticeable that process drama has some advantages in combining the important elements of linguistic fluency, cultural appropriateness, emotional involvement, active, physical participation, and the language class. Using process drama is also challenging for both language learners and teacher, because process drama activity is different from those of other dramas. In language classrooms using process drama, students could utilize what they learn, such as vocabulary, grammar, or nonverbal cues, to describe or act with the events they have seen or heard. When both professor and students participate enthusiastically in the process drama activities, this drama method could have a great effectiveness in the EFL environment.

        • KCI등재후보

          영ㆍ미 문학 선집의 변화와 “최근영문학”을 가르치는 한 가지 방법

          김준환(Joon-Hwan Kim) 한국영미문학교육학회 2004 영미문학교육 Vol.8 No.1

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          This paper traces changing aspects of the anthologies of English and American literatures and problematizes their post modern "principles of inclusion" in the context of "globalizing literary studies." The seventh edition of The Norton Anthology of English Literature(2000) questioned the previous notions of "English literature" by including non-British writers and consequently redefining it as "Literature written in English"; the first edition of The Heath Anthology of American Literature(1990) questioned the previous, limited notions of Americanness of American literature by including pre-1620s literatures such as Native Americans' and accentuating "multiculturalism" per se as its organizing principle in the making of "American Literature," The editors of the two representative anthologies revised their editorial attitudes and literary canons according to the so-called weakening of monological national paradigm as applied to literary history, the expansion of literary canons beyond national boundaries, or the globalization of English or American studies, Their postmodern strategies including the voice of the Other have their own merits in such issues as gender and race; however, the same strategies also result in the erasure of local differences and the integration of the Other into "a geopolitical system that inevitably erodes their ability to shape their own destinies," That is, in the revised or expanded literary anthologies, the literary and historical differences of the newly included Commonwealth or Third-World texts may be transformed into neutralized or exchangeable signs in an a-historical vacuum or such an overarching sign as "English Literature" or "American Literature." The latter part of this paper illustrates this tendency by introducing an experimental course titled "Contemporary English Literature," in which we studied the rupture, say, between the Chinua Achebe in the context of "English Literature" and the Achebe in the twentieth-century African or Nigerian contexts.

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