• 영어어문교육
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• 제18권3호
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• pp.77-92
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• 2012

This paper explores the learners' experience process and features in the initial stage of extensive reading process through college students' daily based journal writings. The subjects of this study were 10 volunteer students and they kept their journals from 30 minutes to 2 hours daily based for two weeks. The participants took pre and post tests in order to find out how their reading comprehension ability improved. Four of them improved it while the rest of them did not. After writing journals for two weeks, all students agreed on the potential power of extensive reading. In addition, they realized their learning problems and tried to overcome them on their own ways. Although the research period was only two weeks, the students showed the potential of extensive reading in learning English. From the results of the study, extensive reading encouraged the students to read more and they were convinced that extensive reading will lead to successful learning English. It can be meaningful outcome from the 2-week period research. Thus, a longer period scheme could provide more detail information to the extensive reading.

• International Journal of Contents
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• 제13권4호
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• pp.63-69
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• 2017

The objective of this study was to investigate factors that could bring about successful implementation of extensive reading using online/offline blended English library system called 'Reading Gate' in primary and secondary schools. Although there are a great number of studies on effects of various extensive reading on linguistic, cognitive, and affective development, few studies have investigated how extensive reading programs can be implemented at large scale, e.g., whole school level. After analyzing students' reading levels in 200 schools using the same online extensive reading program called Reading Gate, results showed that while some schools were successful, others were not. Five primary and 13 middle schools were selected as successful schools. Data on implementation of the program of schools was gathered. Eighteen teachers and seven headteachers took part in the interview. After analyzing these data on the implementation of the extensive reading program, results revealed that the following five factors for successful implementation of blended extensive reading programs: online level-up system, teacher intervention, integration with the curriculum, school-level support, and parents' awareness of literacy. This suggests that each factor might have contributed to the successful implementation of the extensive reading program at large scale. Implications and applications of this finding are discussed in this study.

• 영어어문교육
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• 제18권2호
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• pp.85-106
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• 2012

This paper examines the role of extensive reading in foreign language learning classrooms. The effects of extensive reading are shown both positive and negative as in Krashen (1999) and Spada (1997), particularly researches done in classroom setting. Extensive reading is hard to implement in foreign language classrooms due to the stringent school curricula despite its benefits in cognitive and affective domain of learners. This study searched 21 papers from research database on extensive reading researches in a classroom setting and synthesized 55 cognitive effects and 11 affective effects from these papers under investigation in a manner of quantifying their means and standard deviations to derive generalizations. Research synthesis in this manner has secured its own status of scientific investigation by providing secondary researchers with replicable methods that produce verifiable findings. The syntheses of researches show that extensive reading is effective in both literacy skills and other language skills such as listening and writing. It also shows positive effects across different age groups, but the effect sizes are different in that elementary and adults gained more positive effects than middle and high school students.

• 영어어문교육
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• 제18권1호
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• pp.69-89
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• 2012

This paper explored the effects of extensive reading (ER) on Korean university students' L2 reading proficiency and reading rates. This study also illustrated how ER can be integrated into a university English reading class. Seventeen students who took a summer reading course participated in this study. Data were gathered through pre- and post- tests in terms of participants' reading comprehension proficiency and reading rates and post- questionnaire with regard to their attitudes toward L2 storybook reading after they have experienced it. The analysis was carried out using the Paired Samples t-test. It was revealed that ER has a positive effect on the enhancement of the participants' reading comprehension and reading rates. The participants showed their continued intention to read in English and a strong belief that persistent reading in English in the long run will help improve their English. The results of this study confirm the educational values of incorporating ER into university English reading classes. The pedagogical implications for EFL instructors are described.

• 한국콘텐츠학회논문지
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• 제20권3호
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• pp.462-469
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• 2020

본 연구는 고등학교 영어교육에서의 영어 다독 지도 방안을 연구하기 위해, D 광역시에 소재한 두 개의 인문계 고등학교를 방문하여, 본 연구자가 영어 다독에 대한 소개와 수준별 읽기 도서를 고등학생들에게 직접 체험하게 한 후, 영어 다독에 대한 고등학생들의 인식을 조사하였다. 또한, 중학교뿐 아니라, 고등학교에서도 자유학기제가 확대됨에 따라 영어교사들의 영어 다독 수업에 대한 요구가 증가하였다. 이러한 배경을 토대로 자유학기제에 활용 가능한 영어 다독 수업 모형을 개발하고자 했다. 본 연구에 참여한 고등학생 35명은 영어 다독에 대한 안내 및 체험 후, 다독 중심의 영어 독해 공부를 시도해 보고 싶은 생각이 있다고 밝혔다(91.4%). 도움이 된 다독 체험 요소로는 '다섯 손가락 원칙'과 '수준별 도서 목록'을 들었다. 영어교사들과 이루어진 인터뷰에서 교사들은 자유학기제에 활용 가능한 영어 다독 수업 모형에 대한 개발 요구를 피력했다. 본 연구는 고등학교에서 실제 이뤄지고 있는 수행평가 중심의 영어 다독 수업과 더불어 자유학기제에 활용 가능한 도서관 활용 다독 수업 모형을 제안하고자 한다.

• 아동학회지
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• 제25권2호
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• pp.59-69
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• 2004

The question addressed by the present research was whether repeated, careful reading of a few stories(Intensive Reading) is more effective than general, one-time reading of many stories(Extensive Reading). Unfamiliar stories were read to 105 kindergarten children from typewritten sheets of paper for 40 days(about 10 weeks). The Intensive Reading group heard 5 stories and the Extensive Reading group heard 40 stories. Effectiveness was measured by interest level during story telling and by narrative structure. Test scores were analysed by ANCOVA. No differences were found between the 2 groups; however, as a new area of study it could serve as a catalyst for research on story telling methods.

• 영어어문교육
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• 제16권3호
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• pp.365-395
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• 2010

This study explores the effect of extensive reading(ER) implemented in middle and high schools in Korean EFL context. Two middle school English teachers and two high school English teachers participated in implementing ER in their classes. Six middle school classes of 239 students and seven high school classes of 268 students participated in ER program guided by the above four teachers. To implement ER, participating teachers had continuously been guided by the researcher about the theoretic reasoning of ER and practical methods for efficient ER in class. The study lasted for two semesters and the teachers and students were surveyed and interviewed during and after the classes. The result showed pretty positive improvement of students' self-confidence, interest and motivation about English through ER implemented in this study. It is hoped that this study would show the possibility of implementing ER in Korean EFL secondary school context and a model for ER and cooperation between university researchers and in-service English teachers.

• 한국문헌정보학회지
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• 제41권1호
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• pp.33-54
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• 2007

본 연구는 음독과 묵독, 다독과 정독, 발췌독과 통독의 각 상대적 개념의 독서방식이 창의력과 자기주도적 학습능력에 미치는 영향을 비교하여 어떤 차이가 있는지 파악하기 위한 것이다. 창의력과 자기주도적 학습능력을 검증하기 위해 초등학교 6학년 2개 반 어린이 62명을 대상으로 창의력과 자기주도적 학습 특성 검사지 결과와 질문지로 조사한 독서방식을 사용하여 비교 분석하였다. 연구 결과 창의력과 자기주도적 학습능력 성향에 영향을 주는 독서방식은 묵독보다 음독이 영향을 미치는 요인이며 다독보다는 정독이 더 많은 영향을 미치는 요인인 것으로 나타났다. 한편 발췌독과 통독은 영향을 미치지 못하거나 부정적인 영향을 미치는 요인인 것으로 나타났다.

• 영어어문교육
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• 제18권3호
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• pp.1-24
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• 2012

It has long been shown that Korean EFL students have not practiced extensive reading in school curriculum. Their vocabulary knowledge is limited and a tool for measuring text readability for them has hardly been developed and used. The study aimed to check the current situations on the above issues and develop a reading framework appropriate for extensive reading within the national English curriculum, including the Readability Formula in Korean EFL contexts (KRF). The study consists of four steps. The study does a survey to check the current Korean EFL situations on the issues, suggests a new vocabulary learning size, develops a readability formula as a tool for measuring text difficulty based on the newly suggested vocabulary size, and finally validates the formula with various kinds of English books, including the primary and secondary school English textbooks. It is expected that this study will provide a model for the vocabulary size and the readability index for extensive reading in EFL contexts.

• 한국융합학회논문지
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• 제9권3호
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• pp.249-256
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• 2018

연구의 목적은 외국어 읽기의 유창성과 정확성의 언어습득적 의의를 고찰하고, 효율적인 영어 학습 패러다임을 연구하는데 있다. 언어습득 측면에서, 제 2언어학습의 정확성과 유창성사이에서 무엇을 우선 가르치느냐의 문제는 중요한 이슈가 되어왔다. 제 1언어와 제 2언어의 교실상황에서, 많은 언어연구가들의 관심 때문에, 유창성은 중요한 요소로 대두되고 있다. 정확성과 유창성은 둘 다 중요하지만, 외국어의 경우, 유창성 중심의 학습에서 정확성 중심의 학습으로 점진적인 학습 패러다임의 전환이 있어야 한다. 이런 관점에서, 본 연구는 외국어의 유창성 개발을 위한 대안으로 자발적다독법을 제시하고 있다. 빠르고 정확한 단어 인지 기술과 읽기 유창성이 없으면, 좋은 읽기 능력을 가질 수 없다. 그러므로 유창성 개발을 위한 방법들이 개발되어야 하며, 이것에 대한 해법으로, 자발적다독법이 외국어 교육상황에서 읽기유창성을 위한 효과적인 연구방법론임을 입증하고 있다.