EFL Learning and Making Meaning of Literacy in the Korean Context = 한국에서 EFL 학습 및 비판적 문해력의 의미형성

국문 초록 (Abstract)

본 연구의 목적은 한국 대학의 EFL (외국어로서의 영어) 읽기와 쓰기 수업에 있어서 한국 학생들이 영어 학습과 관련하여 비판적 문해력 (critical literacy)과 전통적 문해력 (traditional literacy)의 통합을 어떻게 인식하고 있는지 하는 문제와, 강사가 학생들로 하여금 위 두 가지 문해력의 통합의 중요성을 살펴보도록 어떻게 권장할 수 있는지 하는 문제를 검토하는 것이다. 이 연구에서는 특히 a) 비판적 문해력을 통해 읽기와 쓰기 능력을 지원하는 방법, b) 비판적 문해력 의미와 문해력에 대한 학생들의 관점 이해, 그리고 c) 수업을 통해 EFL 비판적 문해력 향상 방안을 고찰한다. EFL 수업에서 있어서 비판적 문해력에 대한 학생들의 관점 연구와 EFL 수업에 있어서 비판적 문해력 적용 문제의 연구를 위해 교사 연구 방법론을 적용했다. 주된 데이터에는 강사의 교육 일지와 학생의 글쓰기 과제가 포함된다. 연구 결과의 분류를 위해 읽기의 4 가지 패러다임에 의존하여 코드 체계를 사용하였다. 연구 결과에 따르면 학생들은 비판적 문해력을 주의 깊은 독서로 이해하고 있음을 알 수 있었는바, 비판적 문해력은 학생들이 글에 숨겨진 의미를 발견하고 다양한 관점을 심사숙고해 보도록 하며, 나아가 학생들의 독해력을 개발하고, 자신의 생각을 글로 표현해 보도록 유도한다. 본 연구에서는 비판적 문해력 증진 방법에 대한 교육학적 제안도 논의한다.

다국어 초록 (Multilingual Abstract)

The current study explores how Korean students in an EFL (English as a Foreign Language) reading and writing elective course in a South Korean university perceive the integration of critical literacy with traditional literacy with regards to learning the English language. The study also considers how the instructor may encourage students to see the value of integrating the two. In doing so, the study specifically examines a) how to support reading and writing skills through critical literacy, b) understanding the meaning of critical literacy and students’ perspectives towards critical literacy, and c) ways EFL critical literacy develops through the course. A teacher research method was used to explore students’ standpoint on and the application of critical literacy in the EFL course. Primary data includes the instructor’s teaching logbook and students’ written assignments. Relying on the four paradigms of reading, a code scheme was used to categorize the findings. The findings revealed that students recognize critical literacy as mindful reading, which allowed them to discover embedded meanings in the text and reflect on various points of view. It also assisted in building students’ reading comprehension skills and encouraging them to voice their ideas in writing. Pedagogical suggestions on how to promote critical literacy are discussed.

목차 (Table of Contents)

• Ⅰ. Introduction Ⅱ. Theory and Practice: Research in Critical Literacy Ⅲ. Methods Ⅳ. Results Ⅴ. Discussion & Conclusion References

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