• 영어어문교육
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• 제15권4호
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• pp.1-22
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• 2009

This case study aimed to explore proficient EFL readers' perceptions and experiences about reading tasks and how those perceptions and experiences influence their reading processing behaviors, and to examine how the cultural background of a text affects their reading strategies and comprehension. Three college students who were non-English majors participated in this study. Three data sources were employed: questionnaires, interviews, and think-alouds. The results showed that: (1) the participants emphasized comprehension as the goal of reading and considered themselves good EFL readers; (2) their reading purposes were closely associated with personal pursuits; (3) they preferred to read materials that deal with areas of interest but did not try to take a risk in terms of level of difficulty and/or length; (4) they implemented a multistrategic approach to reading in that the majority of their strategy use was in conjunction with their concern about meaning construction; (5) they were able to develop useful understandings of unknown vocabulary; and (6) their clear awareness of the cultural background presupposed in the text helped them invoke prior knowledge and reduce unknown vocabulary hindrances which contributed to comprehension. Pedagogical implications for EFL reading instruction are provided.

• 영어어문교육
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• 제15권2호
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• pp.27-49
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• 2009

This study aimed to explore EFL learners' beliefs and preferences about reading tasks and to examine the reading processes that they use for making sense of text. The subjects were comprised of 107 college students who were non-English majors and aged 19-28 years. Based on scores achieved on a reading comprehension test, they were divided into two groups (more-skilled and less-skilled readers) and asked to respond to a survey in class. The results of the survey revealed that: (1) a majority rate themselves as fair readers, which might be indicative of the insecurity they feel toward L2 reading; (2) authentic texts (especially magazines) and popular media appear to be their favorite reading materials; (3) unknown vocabulary is a major impediment to their L2 reading comprehension; (4) the more-skilled readers manifest a meaning centered view of reading, whereas the less-skilled readers center on vocabulary; and (5) both groups employ a multistrategic approach to L2 reading; however, the less-skilled readers are less successful in determining the meaning of unknown vocabulary. Pedagogical implications for EFL classroom teachers are provided.

• 과학교육연구지
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• 제36권1호
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• pp.69-83
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• 2012

본 연구의 목적은 과학 교과서에 제시된 읽기자료의 문제점을 파악하기 위해 고등학교 화학I 교과서의 읽기자료를 분석하고, 과학 교사의 과학 교과서 읽기자료에 대한 인식을 조사하는 것이다. 이를 위하여 제7차 교육과정 및 2009개정 교육과정 고등학교 화학 I 교과서 각 4종을 택하여 읽기자료의 수, 내용에 따른 제시 유형과 학생의 활동에 따라 비교 분석하였다. 또한 중등 과학교사의 과학 교과서 읽기자료 활용에 대한 인식 조사를 하였다. 연구 결과는 다음과 같다. 첫째, 화학I 교과서의 읽기자료를 유형별로 분석한 결과 제7차 화학I 교과서에서는 읽기자료의 비율이 7.9%~17.1%로 나타났으며, 2009개정 화학 I 교과서는 20.6 28.2%비율로 나타났다. 2009개정 교과서의 읽기자료 비율이 증가하였음을 의미한다. 읽기자료 내용별로 분석한 결과 제7차 교육과정에서는 '생활 속 과학'이 34.3%로 가장 큰 비율을 차지하였으나, 2009개정에서는 '지식의 심화보충'이 23.7%로 가장 높게 나타났다. 학생 활동 유형별로 분석한 결과 제7차 교육과정은 읽기자료 13%만이 탐구형 자료인 것으로 나타났으나 2009개정에서는 35%가 탐구형 자료로 나타나 학생의 탐구활동 향상을 위한 교육과정 목표가 반영되었음을 시사한다. 둘째, 과학 교과서활용 실태에 대한 교사의 인식 조사 결과 67%에 해당하는 교사가 현재 과학 교과서 읽기자료를 수업에 사용하고 있으나 거의 활용하지 않는 교사도 33%나 되었다. 많은 교사들이 실생활과 관련된 통합적 교육을 위해 읽기자료가 필요하다고 응답하였으며 '생활 속 과학' 읽기자료가 교과서에 좀 더 많이 포함되어야 한다고 인식하고 있었다.

• 영어어문교육
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• 제16권3호
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• pp.183-206
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• 2010

The purpose of this study was to investigate whether using English newspapers as supplementary teaching materials for the present textbook could increase students' English reading ability, interest in class and their willingness to take an active part in activities. Schools in rural areas, compared to urban schools, did not have the appropriate resources to teach students effectively. Understanding the disadvantages of the students in rural areas, one idea was to use newspapers to inspire the students to reach outside their local community and incorporate new styles of English and cultural aspects into their lives. The participants were 2nd grade high school students in the rural area. The experimental group received reading lessons with the textbook and English newspapers. They were also encouraged to make their own portfolios. The control group received reading lessons with the textbook and other supplementary materials. Before and after the experiment, reading comprehension tests as well as the questionnaires of interest and self-directed learning were administered. The results of this study were as follows: First, students' English reading ability was significantly improved in the experimental class using English newspapers. Second, students' interest and self-directed learning were positively increased in the same class above.

• 한국어교육
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• 제29권4호
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• pp.201-223
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• 2018

The purpose of this study is to observe the effects of text modification by comparing differences in Korean reading comprehension levels that arise from differences in vocabulary levels in texts. This study intends to use simplified texts with the vocabulary difficulty adjusted differently from the original text to measure reading comprehension levels of Korean learners and analyze the result. To measure reading comprehension, the researcher divided 55 Korean learners of intermediate to advanced level of fluency into two groups; the control group read the original text and the treatment group read a simplified text in which complex vocabulary were substituted with easier words of medium difficulty. Then the two groups were tested with the same questionnaire to measure comprehension levels of each group. The result showed that the groups that read simplified texts scored higher than the control group; this suggests that the reading comprehension level was increased in the treatment group. The experiment confirmed that unknown vocabulary density has direct impact on Korean reading comprehension. The result shows that the proportion of unknown vocabulary should be reduced for meaning-focused reading. It also demonstrates that comprehension of the learner was enhanced with lexical simplification rather than structural simplification i.e. simplification of grammar or sentences. Thus, diverse reading materials adjusted to the learners' level of fluency should be developed to enable reading for learning Korean. By reducing the burden of understanding the meaning of each vocabulary, learners will be able to achieve the initial goal of reading.

• 아동학회지
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• 제34권3호
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• pp.1-19
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• 2013

The purpose of this study was to investigate the relationship between parents' behavior during picture-book reading and home literacy environment and their effects on toddlers' vocabulary. The subjects of the study were 46 toddlers and their parents. The MCDI-K(Im, 2002), Lee and Kim(2004)'s categories of Verbal Behaviors, the categories of Nonverbal Behavioral Analysis(Kim, 2005), and the Home Literacy Environment Index(Han, 2006) were used. The analysis of the collected data was guided by the research questions and involved the use of descriptive statistics, t-test and an analysis of relevant correlations. The results of this study were as follows; First, the toddlers' receptive vocabulary score was 1.2 times higher than the toddler's expressive vocabulary score. Second, the father's book reading behaviors and mother's book reading behaviors were quite similar, the most frequent types of behavior being the use of 'feedback', 'explanation', 'questioning' and 'pointing'. On the other hand, there was a significant difference between the reading behavior of the mother and father as regards the categories of 'linguistic attention ventilation', 'suggesting', 'directing(instructing)', 'expanding feedback', 'pointing' and 'gesture'. Mothers performed more of these behaviors than the fathers. Third, toddler's vocabulary scores were positively correlated with the mother's 'linguistic attention ventilation'. However, the mother's use of 'restriction' was negatively correlated with the toddler's vocabulary level. Toddler's vocabulary scores were positively correlated with the father's 'description', 'reasoning/predicting', 'questioning about function or action', 'demanding feedback' and 'pointing'. The toddler's vocabulary scores were also positively correlated with the relative abundance of home environment materials and the amount of time spent on parent-child home literacy activity.

• 한국도서관정보학회지
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• 제35권3호
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• pp.1-22
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• 2004

독서후의 활동으로 독서토론을 실시하는 효율적인 방법을 터득하도록 하기 위해 독서토론 도서를 <분석식 독서법>으로 읽으면서 토론 자료를 준비하도록 하여, 진행된 독서토론에 대한 결과를 스스로 평가하는 방법으로 독서토론을 진행한 결과 <분석식 독서법>으로 토론도서를 읽지 않고 독서토론을 진행할 때 보다 토론도서에 대해 줄거리와 내용을 잘 파악하고, 전체적인 주제 파악과 토론할 주제를 적절하게 선정하여 토론에 참여한 결과가 나타났다. 그러나 독서토론을 진행하면서 자신들의 의견을 전달하는데는 전체적으로 충분하지 못한 것으로 나타났지만 활용한 당시는 아주 높게 나타났다.

• 대한화학회지
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• 제63권2호
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• pp.111-122
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• 2019

이 연구에서는 2009 개정 과학교육과정에 따른 초등학교와 중학교 과학 교과서의 화학 영역 및 화학 I, II 교과서의 읽기자료를 분석하였다. 읽기자료는 주제, 목적, 제시 형식, 학생 활동 유형 측면에서 분석하였다. 읽기자료에 사용된 시각자료도 유형, 역할, 캡션과 인덱스, 텍스트와의 근접성 등의 측면에서 분석하였다. 연구 결과, 초등학교 과학 교과서가 중학교 과학과 화학 I, II 교과서보다 읽기자료 비율이 높았다. 초등학교 과학 교과서에는 실생활 응용 유형의 읽기자료가 많았으나, 중학교 과학과 화학 I, II 교과서에는 과학 지식 유형이 상대적으로 많았다. 초등학교 과학 교과서에는 개념 심화 유형의 읽기자료가 상대적으로 많았고 중학교 과학과 화학 I, II 교과서에는 개념 보충 유형의 읽기자료가 상대적으로 많았다. 읽기자료에 사용된 시각자료는 대부분 사진이나 삽화였고, 본문 보조나 본문 부연 역할의 시각자료가 많았고, 캡션이나 인덱스를 사용하지 않은 시각자료가 많았으며, 시각자료와 텍스트 사이의 근접성에도 문제점이 나타났다.

• 영어어문교육
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• 제7권1호
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• pp.179-208
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• 2001

Using literary materials as resources for English learning rather than an object of literary study can be a genuine tool for the students to learn English in the form of oral and written communication. This case study treated the applications of a whole text to the overall course divided into pre-reading activities, while-reading activities, and post-reading activities and the applications of some partial passages extracted from various texts to teaching objectives with many levels of difficulty. This study found that literary texts could be good materials to teach the target language in EFL setting. The English-speaking students with little linguistic competence as a foreign language may be limited in learning English at first, but soon they can accelerate their linguistic competence by reinforcing the literary competence through the literary texts. To achieve effectively a desired goal through the use of literary texts as resources for language development several concrete techniques should be introduced: teacher-guided question strategies laying a central emphasis on the text itself, a problem-solving ability through student-centered activities, process-based and open-ended activities should be presented in a variety of ways using many appropriate activities according to teaching procedure with a careful selection of the texts.

• 예술인문사회 융합 멀티미디어 논문지
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• 제6권4호
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• pp.169-179
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• 2016

이 연구는 특수교사를 대상으로 지적장애학생의 읽기 및 쓰기 지도 실태와 요구도를 알아보고자 하였다. 본 연구를 위해 광주, 대구, 부산 지역에 근무하고 있는 특수교사 71명에게 설문조사를 실시하였다. 연구 결과 특수교사들은 학생의 읽기 및 쓰기 수준을 파악하기 위해 표준화된 검사도구보다 직접 제작한 검사도구를 주로 사용하였다. 학생 지도 시 문제해결 방법과 신뢰하는 정보에 대해서는 자신의 지도 경험과 동료 및 선배의 조언을 이용하였고 학교에서 배운 지식의 활용의 사용빈도는 낮았다. 학생의 읽기 및 쓰기 지도 시 주로 통문자를 통한 지도가 이루어졌으나 교사의 지도경험과 교재의 다양성 또한 영향을 미치는 것으로 나타났다. 학생지도를 위한 교육 참여의 요구도에서는 쓰기의 교수방법, 장애특성에 따른 교재 및 교구, 읽기 및 쓰기발달, 읽기 및 쓰기장애에 대한 관심과 요구가 높았다. 학생 지도 시 어려움과 요구도에서는 다양한 교재, 교구의 개발, 충분한 교재 및 검사도구 구비에 대한 요구가 높았다. 지도 시 어려움으로는 읽기, 쓰기에 대한 지식의 부족, 선별/평가도구 부족, 장애 특성에 따른 평가와 지도 등에서 어려움이 나타났다.