傳統時代의 漢字敎育은 한문 문장 공부 이전의 단계로 쓰고,읽고,暗記하며 올바른 인간 자세를 의식하는 全人的敎育이 集約化된 것이었다.반면 지금의 한자 교육,특히 初等한자교육은 주로 지식 차원에서 올바른 言語生活과 각 교과 학습에 기여하는 道具的인 것에 초점이 맞추어지고 있다.시대 변화와 함께 전통적인 공부 방법이 가지는 情緖的,人格的인 미덕을 점점 잃어가는 것은 아쉬움을 주는 부분이다.그러나 한자 교육의 성격이 바뀐 만큼 학습 방법에 있어서도 새로운 모색이 필요하다.전통 시대가 한자 만능이었다면 지금의 시대는 상황이 다르다.한자 학습은 근본적으로 制限된 시간 내에서 效率性을 追求해야 할 수밖에 없는 시대에 이르게 되었다.이런 점에서 앞으로의 初等漢字敎育은 ‘읽기 위주’의 방법으로 전환해야 한다.수업 시수도 확보도 쉽지 않고,또 未來社會가 요구하는 학습 내용이 산적한 상태에서 읽기와 동등하게 쓰기를 강조할 수는 없을 듯하다.오히려 쓰기에 들어갈 에너지를 訓音이해를 중심으로 하는 읽기로 轉換해야 한다.그럼으로써 한자 학습이 언어생활과 학습 전반에 효과적으로 기여하며,동아시아 지역 문화의 이해에 쉽게 다가서는 발판이 되도록 해야 한다.쓰기 학습은 읽기 학습의 보충형태로 가야하며,基本字중심으로 이루어져야 한다.그리고 상황에 따라서는 생략될 필요도 있다.본고의 ‘읽기 위주’한자 학습은 訓音이해에 중점을 두고,나아가 한자어 단계에서의 語彙擴張力,活用力을 높이려는 것이다.즉 다양한 활동 및 자료를 통한 훈음 이해 단계를 기반으로,교수․학습 과정에서의 ‘한자→한자어→한자어가 들어간 문장’으로 이어지는 과정의 生産性,效率性에 대한 보다 치밀한 고려가 언어생활 및 학습 효과의 면에서 差別化된 結果를 가져올 것으로 생각된다.

The purpose of this study was to investigate the effects of guided reading on learners’ self-regulated reading ability. Guided reading is a teaching method that gives learners the opportunity to practice their own reading strategies. Eventually, learners become able to generate their self-regulated reading strategies. Guided reading is based on the gradual release of responsibility model (GRRM), which is closely related to the process of gaining an apprenticeship in constructivism. In order to study the effects of guided reading on learners’ self-regulated reading ability, two classes of 5th graders in a primary school in Seoul participated in this study. One class received guided reading instruction to practice their English reading strategies and the other class received English reading instruction according to the seventh English curriculum in Korea. The results of this study showed that the experimental group who received guided reading instruction based on GRRM achieved a higher score in the post test than the control group who did not receive guided reading instruction. They also showed more confidence in reading English.

가독성은 글자의 읽기 쉬움의 정도를 나타내는 척도로서 해설판의 정보전달의 효과성을 결정하는 중요한 요소로 알려져 왔다. 그러나 해설판의 가독성이 탐방객의 관심유발과 해설판 읽기 행동에 어떻게 영향을 미치는지에 대한 연구는 드물다. 본 연구는 가독성과 해설판의 관심유도, 선호도. 해설판 읽기 권유의도와의 관계를 구명하기 위하여 실시되었다. 데이터 수집은2003년 8-11월중에 내장산 국립공원 내 자연관찰로 탐방객 중에서 선정된 총 375명을 대상으로 관찰로 주변에 설치된 해설판에 대한 설문조사를 통하여 이루어졌다. 이중 이용 가능한 350명의 응답이 본 연구의 분석을 위하여 이용되었다. 분석결과, 가독성은 관심유도, 선호도, 해설판 읽기 권유의도와 관련이 있는 것으로 나타났다. 가독성 이 높으면 높을수록 관심유도, 선호도, 해설판 읽기 권유의도도 높게 나타났다. 가독성과 더불어 관심유도와 선호도도 해설판 읽기권유의도와 관련이 있는 것으로 분석되었으며, 세 변수중 선호도는 해설판 읽기 권유의도에 대하여 가장 높은 설명력을 보였다. 본 연구의 결과는 해설판의 가독성을 증진시킴으로써 해설판 읽기 행동의 증대가능성을 시사하고 있다.

This article investigates the content knowledge and beliefs of primary school teachers about reading instruction from the Shulman’s ‘pedagogical content knowledge’ view, and explores the realities of reading instruction in the classroom. For the purpose, questionnaires were used. The questions were consisted of three areas: items for in-class reading instruction, teacher’s belief on reading, and teacher’s content knowledge about reading. The data revealed that the primary school teachers have insufficient content knowledge for reading instruction, particularly in word analysis skills such as phonemic awareness, letter sound relationships, word frequency, and other topics related to reading. However, teachers’beliefs were different from their knowledge. Whereas their content knowledge about phonics, reading aloud, or story-based reading method is lower, they believe that those skills are effective for reading. It was also found that the realities of reading classroom were different from teachers’ beliefs. Although teachers believe that rich print environment facilitates the learners’ reading development, the print environments were little provided and they did not refer to print for their teaching. The result of analysis suggests that teacher training which focuses on reading instruction needs to be emphasized for effective reading instruction.

The purpose of this study was to investigate to what extent Korean college students can acquire vocabulary from reading course materials. The participants were 32 college students who enrolled in a TEFL methodology course. A vocabulary test was administered at the beginning and the end of the course, and the results showed that the participants were able to recognize meanings of an average of 3.6 new words, suggesting that small but significant amounts of incidental vocabulary learning can occur as a result of reading course materials. The findings also showed that there was a statistically significant relationship between the number of times each word occurred and its relative learning gain. The results of this study suggests that incidental vocabulary learning is possible from reading even though the amount of such learning is not large. Implications for vocabulary learning and teaching are discussed.

The goal of this study was to explore foreign language learner anxiety and strategy use associated with English listening and reading. For the purpose of the study, 98 high school freshmen took the test designed to measure their listening and reading comprehension. The participants were also asked to respond to the questionnaire items constructed to measure their anxiety and strategy use in English listening and reading. For data analysis, correlation and multiple regression analyses were performed. The study found that the students’ listening and reading anxiety showed strong, inverse correlations with their listening and reading proficiency. The students’ listening and reading skills were found to be more influenced by anxiety than by strategy use. The findings of the study are presented and discussed in more detail. The pedagogical implications of the findings are also discussed, along with some suggestions for future research.

This study aims at investigating Korean high school students’ reading and writing relations in English with a focus on analysis of effects of reading journal writing which integrates reading and writing. Three groups (reading, writing, reading journal writing) had different treatments for 8 weeks. The results revealed that the reading journal writing group had the highest post-test writing scores compared with the two other groups. This group’s scores were statistically significant different from the reading group’s. The same results were also found in the higher-level group. As for the lower-level group, however, the scores of the writing group were highest. These results support the bidirectional hypothesis with a special emphasis on the interaction of reading and writing. The higher-level and the lower-level reading journal writing group had the highest post-test reading scores; however, no statistical significance was noted among the three groups. The results of the reading test do not seem to be clearly related to any hypothesis of reading-writing relations. The results of the questionnaire survey and interview and of the analysis of reading journal suggest that effects of reading journal writing can vary with reading texts and learners’ language proficiency level.

It has been reported that primary school students have difficulties in the reading process and their interests and achievement in reading is low, in spite of the various methods that have been introduced. This study aims to examine the reading approaches at the primary school level. To achieve this purpose, the primary English curriculum and textbooks were analyzed in order to explore the approaches that were adopted for primary English reading. The textbooks were analyzed in two aspects: the selection of words and the teaching methods for reading. The data revealed that the curriculum looked well-structured according to the developmental stages of reading, but that the textbooks did not facilitate reading for early readers. Although the reading text increased gradually from the letter to the sentence level, the words in each unit were not organized to help readers recognize the text efficiently which impinged on the students’ reading comprehension. Since words at each unit were selected meaning-based, students had to memorize them as a unitary whole. On the other hand, it was rare to find words structured on the basis of letter-sound relations between words. This lack of structure prevented students from recognizing the alphabetic principles of English. As a result, the textbooks did not consider the bottom-up skills at all in its development process. Therefore, students failed to acquire the basic principles of alphabetic language in the early reading stage. Some suggestions for curriculum and textbook development are presented in the end.

The essay attempts to rethink the widely acknowledged notion that the ecologial writing is a minium writing weapon to tackle the European writing and limit of modernity. Most of the intellectuals paying attention to decolonial theory have arrived in limited ideas about the recent decolonialism. As a result, the recent debates on decolonialism have been deployed under the assumptions that the so-called "troika of decolonial theory" advocated by Frentz Fanon, Edward Said, and Homi Bhabha. From the point of view, the essay thus purports to demonstrates that the unfamiliar theory ecology and ecological writing is widely helping to overcome the limit of established decolonial wiriting and interpretation of text. To do this, from a ecological viewpoint, the essay attempts to re-read the irish text and Irish decolonial poet Seamus Heaney's poem "Gifts of Rain," who was awarded a Nobel Prize for Literature in 1996.Heaney concentrates primarily on the origin and mother land of the conflict in "Gifts of Rain" through elegiac poems celebrating the identity, history, territory and tongue of his irish people. But his imagination and attitude of writing is based on not just a decolonial method and idea but a ecological preoccupation on his "Mother Land." He looks forward to finding out integrated moments in his land beyond the political, religious, and topological separations. From the viewpoint of the ecological attitude, he finally enters into the deterritorial region against its dichotomous and counter-discursive tendency in decolonialism. Roughly speaking, some say that this new writing and epistemological method is just a utopian thought, but his ecological writing suggests that this is the most effective and creative means of making a new writing code and poetics moving from silent spectator to speaking actor/actress in the world.

Robert Rauschenberg’s artistic career has often been regarded as having reached its culmination when the artist won the first prize at the 1964 Venice Biennale. With this victory, Rauschenberg triumphantly entered the pantheon of all-American artists and firmly secured his position in the history of American art. On the other hand, despite the artist’s ongoing new experiments in his art, the seemingly precocious ripeness in his career has led the critical discourses on Rauschenberg’s art to the artist’s early works, most of which were done in the mid-1950s and the 1960s. The crux of Rauschenberg criticism lies not only in focusing on the artist’s 50’s and 60’s works, but also in its large dismissal of the significance of the imagery that the artist employed in his works. As art historians Roger Cranshaw and Adrian Lewis point out, the critical discourse of Rauschenberg either focuses on the formalist concerns on the picture plane, or relies on the “culturalist” interpretation of Rauschenberg’s imagery which emphasizes the artist’s “Americanness.” Recently, a group of art historians centered around October has applied Charles Sanders Peirce’s semiotics as art historical methodology and illuminated the indexical aspects of Rauschenberg’s work. The semantic inquiry into Rauschenberg’s imagery has also been launched by some art historians who seek the clues in the artist’s personal context. The first half of this essay will examine the previous criticism on Rauschenberg’s art and the other half will discuss the artist’s 1955 work Rebus, which I think intersects various critical concerns of Rauschenberg’s work, and yet defies the closure of discourses in one direction. The categories of signs in the semiotics of Charles Sanders Peirce and the discourse of Jean-Francois Lyotard will be used in discussing the meanings of Rebus, not to search for the semantic readings of the work, but to make an analogy in terms of the paradoxical structures of both the work and the theory. The definitions of rebus is as follows: Rebus 1. a representation of words or syllables by pictures of object or by symbols whose names resemble the intended words or syllables in sound; also : a riddle made up wholly or in part of such pictures or symbols. 2. a badge that suggests the name of the person to whom it belongs. Webster’s Third New International Dictionary of the English Language Unabridged. Since its creation in 1955, Robert Rauschenberg’s Rebus has been one of the most intriguing works in the artist’s oeuvre. This monumental ‘combine’ painting(6 feet x 10 feet 10.5 inches) consists of three panels covered with fabric, paper, newspaper, and printed reproductions. On top of these, oil paints, pencil and crayon drawings connect each section into a whole. The layout of the images is overall horizontal. Starting from a torn election poster, which is partially read as “THAT REPRE,” on the far left side of the painting, Rebus leads us to proceed from the left to the right, the typical direction of reading in a Western context. Along with its seemingly proper title, Rebus, the painting has triggered many art historians to seek some semantic readings of it. These art historians painstakingly reconstruct the iconography based on the artist’s interviews, (auto)biography, and artistic context of his works. The interpretation of Rebus varies from a ‘image-by-image’ collation with a word to a more general commentary on Rauschenberg’s work overall, such as a work that “bridges between art and life.” Despite the title’s allusion to the legitimate purpose of the painting as a decoding of the imagery into sound, Rebus, I argue, actually hinders a reading of it. By reading through Peirce to Rauschenberg, I will delve into the subtle anxiety between words and images in their works. And on this basis, I suggest Rauschenberg’s strategy in playing Rebus is to hide the meaning of the imagery rather than to disclose it.

The purpose of this paper is to investigate text comprehension from a sociocultural perspective and then, to find out more about the ways in which L2 readers comprehend and recall L2 texts. While many analyses of written recall protocols focus on propositional contents or an analysis of syntactic error, Sociocultural Theory provides us with an additional analytic tool: the linguistic properties of the recall protocols. This follows from Vygotsky's fundamental argument that speech, in addition to its communicative function, bears a cognitive, self-oriented function and thus, is used to plan and carry out mental activity. In this paper, we undertake an analysis of the written recall protocals produced by high-school learners of English as a foreign language. We argue that when faced with cognitively difficult situations, L2 readers often externalize their inner order as private writing in order to attain and maintain control of their mental activity in the task of reading and recall. In fact, the linguistic features of the written recall protocols reflect the underlying mental processes which L2 readers deploy in problem-solving situations.

The present study investigates the effects of teaching activity-based integrative reading and writing on the amelioration of written language in the elementary school classroom. This study was conducted during the first semester in 2003. The subjects were 160, 6th year elementary school students. They were divided into two groups, control and experimental. Both the control group and the experimental group were composed of 80 students each. Each group was divided into three levels: high, intermediate, and low, on the basis of a diagnostic evaluation. All the subjects of the experimental group were integratively taught reading and writing of the English alphabet, words, phrases, sentences, and context, according to their level. All the subjects of the control group were discretely taught reading and writing according to their curriculum and level. They were also given a questionnaire of affective and psychomotor domains. Statistical analyses were performed to determine: (a) the difference of the control and experimental groups, (b) the difference between the control and experimental groups, (c) the difference of their level (high, intermediate, and low) of the control and experimental groups on reading and writing in the pre- and post- achievement tests, and (d) the difference of the level of the control and experimental groups on the affective and psychomotor domains such as interest, self-confidence, understanding, participation, and motivation of reading and writing in the pre- and post- achievement tests. The results of this study reveal that significantly higher scores on the written language were obtained in the experimental group. The difference between the control group and the experimental group was not significant at the beginning of the term. However, the difference was significant at the end of the term. It was also found that in the experimental group, interest was improved at the intermediate level. Self-confidence and understanding were improved at the intermediate and low levels, and participation was improved at the low level. It is recommended that researchers and teachers develop integrative materials of reading and writing more widely according to the level.

This paper is trying to read the text with the current theory decolonialism. To this, The writer adopted the text Seamus Heaney's early poetry Death of a Naturalist. Seamus Heaney is known to be the most important poet since W. B. Yeats as a winner of Nobel Prize for Literature in 1995. I assume that a growing interest among readers reflects this prevailing enthusiasm for his work. His method and idea owe more to decolonial attitude more than that of naturalist or romantist. This seems to be an attractive factor to draw a reader's attention. In fact, his poetry has the proper qualities to absorb the devotees of 'decolonialism' still dominant in dealing with the poetry. Decolonialism as a literary theory is becoming an influential textual strategy rather than remaining as one of the academic master discourse. So far, the established textual reading theories have been closely related to logocentrism, and they failed to be acknowledge as objective way of reading. For this reason, the decolonialism has an important implication in the sense that it subverts the colonial ideology within the context of colonized society, and at the same time, reconstructs counter-discourse to find out self-identity and decolonized space. Meanwhile, Heaney have been witnessed historical moments of the death of his mother land, Ireland as well as of the Irish people, as the history of Ireland manifests. In doing so, the Irish people broke the cycle of imperial situation. The consciousness of them became consciousness of the nation. By way of this historical experience of authentic decolonization, Heaney's aesthetics became, more and more, politicized against the crisis which the repressive force of imperialism caused to occur. Under this traumatic disasters of Ireland, Heaney's poetic quest makes him and practical struggle against the colonial power in a poetic way. The main subject of his poetry is to find out his Irish identity with the past tradition and its continuity. The subject is linked with the question to find out the Celtic identity between the past and the present which is dominated by colonialism. To regard this, this paper analyses Heaney's text focusing on the decolonialism expressed by his poetry. I try to examine the process of his poetic writings and its attitude against English colonialism. To do this, My major interest is in his Celtic myth and language employed in his poetry. And I attempt to search for the true Irishness which Heaney makes every effort to materialize the reality of Ireland in his poetry. To conclude, the decolonial discourse and its textual strategy has an tactics and also has an important implications that lay bare the dominant ideology hidden by the seemingly impersonal intention of colonialism.

The purpose of this study was to develop a statistical model of predicting item difficulty of the English reading test of College Scholastic Ability Test(CSAT). At the initial phase, the study investigated variables that were significantly correlated to item difficulty of English reading test. Using the correlated variables an instrument was designed to gather the data on item difficulty of each item of the English reading tests of 2002 and 2003 CSAT. Correlation analysis was done to get models which could predict item difficulty of the tests. To validate the results of the analysis, the models were applied to the September Tests of 2003 and 2004 CSAT. It was found that the 2003 linear regression equation model showed the acceptable level of stability and predictability. The study also revealed that statistically significant predictors were grammar, inference and options. It was also found that the proportion of variance accounted by the predictors was different. Some implications for CSAT design and further research were drawn from the findings.

The course is composed of the teacher, the student and the teaching materials. But the function of supplementary readers as teaching materials for German literature has been not widely discussed and approved in Korea. In the first part of my paper 1 wiU describe existing supplementary readers which are almost the annotated readers. In the second part 1 will explain to three aspects for the production of the supplementary readers in the foreign language class. 1) The aspect of literature: it is important for the students to do experience the literary forms which are various and original. 2) The aspect of language: words and sentence structures must be neither excessively easy nor excessively difficult. 3) The aspect of reading process: the understanding process of literary texts should be more effectively used. The present paper attempts to convey the aesthetic and pedagogical values of supplementary readers in the foreign language class.