(The) Influences of Integrated English Reading-Writing Instruction on Korean College Students' Writing and Speaking Abilities

국문 초록 (Abstract)

본 연구는 읽기와 쓰기의 통합학습지도가 제 2언어 학습자들의 쓰기와 말하기 능력 향상에 기여할 수 있는 지 알아보았다. 이러한 통합학습지도가 말하기와 쓰기에 영향을 줄 수 있는 지 알아보기 위해 24명의 대학생들을 대상으로 15주동안 실험이 진행되었으며 실험결과를 알아보기 위해 질적으로 그리고 양적으로 검증되었다. 이 실험의 참가자들은 무작위로 실험집단과 통제집단으로 나누어져, 실험집단은 기본적인 쓰기 기술을 익힌 후, 모델 작문을 읽고 자신의 이야기 쓰기와 신문 저널을 읽고 그에 대한 요약문과 해결책을 제시하는 글을 작성했다. 반면에, 통제집단은 실험집단과 같은 저널의 글을 읽은 후 그에 따른 문제풀이 활동을 실시했다.
두 집단 모두 실험 전과 후에 쓰기와 말하기시험을 보았고, 통합학습지도를 통하여 연구대상자의 쓰기와 묘사하기, 서술하기, 문제 해결책과 같은 말하기 능력에 변화가 있는 지 분석되었다. 또한 설문과 인터뷰를 통해 통합학습지도에 대한 반응도 알아보았다.
분석결과, 읽기와 쓰기 통합학습지도에 규칙적으로 참여한 학습자들의 쓰기 및 말하기 능력이 크게 향상되었으며, 언어영역면에서도 상당한 유의미한 차이를 보였다. 또한, 읽기와 관련된 쓰기 활동이 학습자들의 쓰기와 말하기 능력을 향상시키는 데 도움이 되었다고 설문지와 인터뷰 결과 밝혀졌다. 따라서, 읽기와 쓰기의 통합학습지도는 제 2언어 학습자의 쓰기 및 말하기 능력 향상에 긍정적인 영향이 미쳤음이 밝혀져 EFL 환경에 있는 학습자들의 쓰기와 말하기 능력을 향상시키는 데 도움이 될 수 있는 것으로 나타났다.
또한, 본 연구 결과는 통합학습지도의 효과가 읽기의 테스트 유형, 어려운 쓰기 과제, 그리고 학습자의 수준에 따라 달라질 수 있음을 시사한다. 만약 읽기와 쓰기 과제가 학습자들에게 적절하지 않다면, 언어 수준의 향상을 꾀할 수 없을 것이다. 따라서, 교수자들은 학습자들의 쓰기와 말하기 능력을 향상시키고 효과적인 읽기와 쓰기의 통합학습지도를 실시하기 위해 교안 작성시, 학습자들의 수준과 흥미를 고려해야 한다.

다국어 초록 (Multilingual Abstract)

The current study investigated whether integrated reading-writing instruction can contribute to L2 learners’ writing and speaking developments. In order to examine its influences on writing and speaking, the study was conducted quantitatively and qualitatively with 24 Korean university students for fifteen weeks. The participants were randomly assigned to two groups, an experimental and a control group. The students in the experimental group were provided with basic writing skills and writing tasks connected to reading such as writing their own stories based on the model writing, and writing summaries and responses in journals. Meanwhile, the students in the control group went through the procedure of a traditional English instruction in Korea where they were encouraged to read and work on comprehension check-up exercises. Both groups took the same pre and posttests during the experiment. In addition, the experimental group completed a questionnaire and were interviewed so as to examine their perception of the integrated reading-writing instruction. The two groups’ performances in the pre and posttests and were compared and analyzed to explore any change in their writing and speaking performances in descriptive, narrative, and problem-solving tasks.
The results showed that the students in the experimental group who regularly participated in integrated reading and writing tasks significantly improved their overall writing and speaking abilities. Moreover, the results of the survey and interview illustrated that the students of the experimental group with the integrated instruction perceived that writing tasks connected reading were helpful for enhancing their writing and speaking ability.
Based on the analysis, it is revealed that integrated reading-writing instruction had positive impacts on L2 learners’ writing and speaking ability and could be an alternative instructional method to improve writing and speaking in Korean EFL settings.
In addition, the results of this study suggest that the effects of the integrative task depend on reading text types and complex writing tasks, and the learners’ proficiency level. If reading and writing tasks are not appropriate for them, they may not elicit improvement in their language proficiency. Thus, instructors should consider the proficiency level of learners and their interests in designing classroom lessons to develop students’ writing and speaking ability and to implement effective reading-writing integration tasks.

목차 (Table of Contents)

• ABSTRACT ---------------------------------------------------- i
• Ⅰ. INTRODUCTION ----------------------------------------- 1
• 1. Purpose of the Research ------------------------------------------ 1
• 2. Research Questions ----------------------------------------------- 4
• Ⅱ. LITERATURE REVIEW-------------------------------- 6
• 1. Integrated Reading-Writing Instruction --------------------- 6
• 1) Reading and Writing Relationships ------------------------------ 7
• 2) Instructional Treatment ------------------------------------------ 15
• 2. Development of Oral Proficiency through Integrated
• Reading-Writing Instruction -------------------------------------- 22
• 1) Reading to Speak ------------------------------------------------------ 22
• 2) Writing to Speak ------------------------------------------------------- 30
• 3) Speaking Tasks --------------------------------------------------------- 33
• 3. Previous Research on Reading-Writing Integration ---------- 37
• Ⅲ. METHOD ------------------------------------------------ 42
• 1. Participants --------------------------------------------------------- 42
• 2. Instructional Materials -------------------------------------------- 43
• 3. Research Procedures ---------------------------------------------- 44
• 4. Data Collection ----------------------------------------------------- 45
• 1) Pre and Post Writing and Speaking Tests -------------------------- 46
• 2) Questionnaires --------------------------------------------------------- 48
• 3) Interview ---------------------------------------------------------------- 48
• 5. Data Analysis ------------------------------------------------------ 49
• Ⅳ. RESULTS and DISSCUSION ----------------------------- 50
• 1. Effects of Integrated Instruction on Writing ------------------------ 50
• 2. Effects of Integrated Instruction on Speaking ----------------------- 54
• 1) Results of Descriptive Speaking Task ----------------------------------- 58
• 2) Results of Narrative Speaking Task -------------------------------------- 60
• 3) Results of Problem-Solving Speaking Task ----------------------------- 63
• 3. Responses to Integrated Instruction ---------------------------------- 65
• 1) Responses to Effects of Integrated Instruction on Writing ------------- 66
• 2) Responses to Effects of Integrated Instruction on Speaking --------- 68
• Ⅴ. CONCLUSION ---------------------------------------------- 76
• 1. Summary and Conclusion --------------------------------------------- 76
• 2. Implications and Suggestions ----------------------------------------- 79
• REFERENCES ------------------------------------------------- 81
• 국문 초록 --------------------------------------------------------- 94
• APPENDICES ------------------------------------------------ 96
• 1. Questionnaire for Students’ Responses ----------------------------- 96
• 2. Pretest of Speaking and Writing -------------------------------------- 98
• 3. Posttest of Speaking and Writing -------------------------------------100