• 영어어문교육
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• 제13권1호
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• pp.159-180
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• 2007

The present study proposes a set of activities of teaching English reading through English newspapers to narrow the gap between the English required in authentic situation and the one taught in schools. Newspapers can provide students with opportunities to review what they have studied in the classes. The purpose of this study is, therefore, to investigate how extra-curricular activities using English newspapers have an influence on the development of the three low-achieving high school students' English reading ability. The five-month study yielded that the activities using English newspapers exerted positive effects on the students' interest in English and their English scores. It suggests that using English newspapers as teaching materials may be a desirable way both to motivate students to study English harder and to develop their English reading ability.

• 영어어문교육
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• 제11권4호
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• pp.209-235
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• 2005

The purpose of the present study was to investigate the effectiveness of reciprocal teaching procedure for improving Korean college students' reading comprehension of English text. In particular, this study sought to explore the qualitative features, if any, in students' use of reading comprehension strategies presented in the process of Reciprocal Reading Procedure (RRP). In order to accomplish the goal of the study, transcripts of the students' dialogues, open-ended questionnaires, and researchers' observation notes were examined. The results of the study showed that the participants used different four kinds of reading strategies in the process of RRP (questioning, clarifying, predicting, summarizing). The findings also suggested that the readers with limited knowledge of vocabulary had difficulty in moving on to the next level. Additionally, future research direction and some pedagogical implications are presented for the practical EFL classroom.

• International Journal of Advanced Culture Technology
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• 제8권4호
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• pp.177-182
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• 2020

In the age of technology and information, communicating with people from different cultures is significantly important. Regarding this perspective, communicative competence has been the focus in the EFL educational context. The purpose of this study is to investigate the effectiveness of using movies in a culture-integrated English reading course at the college level. In order to achieve this purpose, pre- and post-reading comprehension tests, pre- and post-surveys and in-depth interviews were conducted. The results of data analysis showed that using movies in the culture-integrated English reading class positively affected students' interest and confidence towards English reading as well as their reading achievement. In this respect, we suggest that cultural teaching through movies in English classes should be learner-centered so that learners can proactively analyze and understand different cultural backgrounds shown in the movies and build schemas which can be used in their learning process.

• 영어어문교육
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• 제12권1호
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• pp.1-27
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• 2006

This study investigated how EFL readers critically read texts which are written in English. Although critical reading has been discussed in advanced EFL and ESL contexts there has not been much research on the critical reading of beginning EFL learners. Many educators are recommending that a critical perspective be adopted so that L2 learners can become empowered rather than indoctrinated. In this study, the researcher has examined the critical reading practices of five beginning level EFL readers in Korea and five first language readers of English in the United States as they read a news editorial article. The significant findings were discussed related to critical reading practice of L2 readers. The findings of the study can help the educators in English education in improving the curriculum, the teaching methodology and the learning theory for EFL reading for critical reading.

• 한국수학교육학회지시리즈A:수학교육
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• 제49권4호
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• pp.463-488
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• 2010

The purpose of this study was providing implications in teaching and learning activities to vitalize mathematical communication and to raise positive attitudes about mathematics. We analyzed mathematical communication, disposition and attitudes of the students who had lower mathematical achievement rather than that of Korean language in class using reading materials and strategies. We found that teaching-learning activities using the reading materials and strategies let the low achievers in mathematics communicate more about mathematical notions and problem-solving process actively. The activities triggered interests and attention of mathematics and self-study. In addition, the lessons with reading materials and strategies aroused confidence, will and responsibility to mathematics learning to the students. They made the learners notice mathematics' values and roles and gave the opportunity of reflection about students' learning processes. As a result, the teaching-learning using reading materials and strategies should be developed and accomplished actively in classroom to turn mathematical inclination and attitudes of the students who had had negative inclination and attitudes to mathematics into those of positive and to vitalize mathematical communication to the lower achievers in mathematics.

• 영어어문교육
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• 제9권spc호
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• pp.185-208
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• 2003

The purpose of this paper is to examine some of the theories concerning socioaffective strategies, to analyze the dialogues of the students negotiating for meaning of a reading material and to suggest some implications of socioaffective strategies for teaching reading. The examination of the theories - the interaction hypothesis and the sociocultural theory - suggest that the use of socioaffective strategies facilitates more effective understanding of information that is to be found. distributed, and taken in among the participants. The discourse analyses of the students' interaction in a Korean college English reading class show ample evidence of the use of socioaffective strategies that helped them understand the meaning of a text. However, the analyses show that the strategies are mostly used to ask questions concerning the meaning of clauses. Only few analytical questions are raised for some structural and pragmatical features in the text which are crucial to the understanding of its meaning. Imbalance also exists in the types of the questions used by the participants. The analyses indicate that, instead of negotiating more interactively, the students tend to rely upon a more advanced student when they face difficult English sentences. Therefore as a conclusion this paper emphasizes the importance of teaching socioaffective strategies to help students to help themselves to become more cooperative, independent and analytical in reading English texts.

• 영어어문교육
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• 제7권1호
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• pp.137-160
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• 2001

This paper is to suggest the way to improve EFL reading skill through semantic mapping by leveled group activities. Semantic mapping is a categorical structuring of information in graphic forms or diagrams. It can be used to activate and organize background knowledge on topics in classrooms. For small group activities, the class is divided into higher leveled groups and lower leveled groups of four members based on their grades. The teaching process has three stages: Pre-reading, while-reading, and post-reading. In the pre-reading stage, students discuss what they know about the topic. They map ideas with a brainstorming technique. In the while-reading stage, they read the text about the topic. While they are reading, they could ask some questions they might have and discuss the information in the text and categorize them with semantic mapping. In the post-reading stage, they discuss what they thought of the topic and add some information about the topic with semantic mapping. For the subjects of this study, third grade, middle school students were selected: 41 students for the experimental group and 35 students for the control group. The experimental period covered almost one semester from March to August, 2000. The results were as follows: 1) The students in the experimental group had higher scores in reading comprehension than those in the control group when semantic mapping was used; 2) The use of semantic mapping in reading comprehension was found to be much more effective in the higher leveled group than in the lower leveled group; 3) The results of questionnaires showed that many students became more interested and motivated in English, and semantic mapping helped them to participate positively in reading the English text. Thus, using semantic mapping by leveled group activities can be an effective alternative to traditional teaching methods for teachers who desire to improve reading skill in middle school students' English classes.

• 한국멀티미디어학회논문지
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• 제22권8호
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• pp.950-959
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• 2019

The purpose of this study was to investigate the effect of integrated teaching and learning method using augmented reality for effective promotion of child - friendly attitude and environmental preservation attitude and explored its applicability. For this purpose, based on the augmented reality fairy tale, we designed an experience - oriented integrated teaching and learning method such as reading book, story - telling, drawing, environmental conservation practice activity. The experimental group was divided into two groups: augmented reality reading fairy tales (A) and children's book reading fairy tales (B). First, interest, immersion, and empathy were higher in the application environment of integrated learning teaching method based on Augmented Reality. Second, there was no difference between the two groups in content understanding. Third, in terms of expressiveness, it was verified that various expressions were expressed in the applying environment of the integrated teaching - learning method based on augmented reality through drawing activities. Fourth, in practice activities, more students were practicing in the augmented reality - based integrated teaching - learning method applied environment, and the number of practice activities of individual students was also confirmed. This study suggests that the application of the integrated teaching and learning method can enhance the effect of education when using the smart teaching media using the augmented reality in early childhood education.

• 영어어문교육
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• 제15권4호
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• pp.365-382
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• 2009

This study aims to examine the reading materials of high school English textbooks to propose the integration of the literary texts into reading materials in the classroom for development of communicative competence. Five kinds of high school English textbooks were critically examined in terms of three factors -limited text types, deficit of emotional adjectives and non-authenticity- selected by the author as characteristics of non-communicative language teaching materials. With regard to text types, more than half of the reading materials were expository and simple narratives. This imbalance of text types led materials to the deficit of emotional vocabulary. These factors seem to be closely related to the issue of authenticity of reading materials. Compared to the authentic texts, fabricated texts are likely to make reading vapid and boring task. On the basis of these results, some pedagogical suggestions are made.

• 영어어문교육
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• 제17권4호
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• pp.75-95
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• 2011

The purpose of this study was to evaluate a group activity, reciprocal peer tutoring (RPT), in order to investigate advantages and challenges of RPT in promoting cooperative and collaborative learning environment for EFL University reading instruction. The participants in this study were 89 students taking an English reading course at a Korean university. RPT is a learning strategy whereby learners help each other and learn by teaching. This program was supported by a Vygotskyan perspective which assumes that learners gain mastery and develop cognitive skills through social interaction with more proficient others and their environment. This study relied particularly on participant perceptions through questionnaire survey and Anonymous Online class Report of the course. This study showed various advantages for tutors such as learning through teaching and becoming more autonomous and responsible for their own learning. Non-threatening and highly motivating learning atmosphere are parts of benefits for tutees. Other advantages for tutees included improved level of academic self-confidence, and motivation. This study also revealed several drawbacks associated with the problem of inaccuracy in students' production and students' demand for more direct teacher role. (182 words).