최근 교육과정에 있어서 의사소통능력이 강조됨에 따라서 듣기, 말하기가 특히 강조되는 반면, 읽기와 쓰기 즉, 문자언어에 관한 학습능력 역시 같이 향상되고 있는지에 대해서는 논란의 여지가 많았고, 학교단위 수준에서 보면 오히려 부정적인 견해도 많았다. 이것은 알파벳, 단어, 문법, 구문, 독해로 이어지는 기존의 일반적인 상향식 학습의 폐해로 여겨지기 때문에, 문자언어에 미숙한 중학생이라 할지라도 텍스트 전체로부터 접근하는 하향식 읽기 방법을 접목할 필요가 있다. 글의 전체적인 구조와 전개방식에 대해 배경지식을 가진다면 읽기가 훨씬 수월해 질 것이기 때문이다. 쓰기의 경우에도 빈칸 채우기나 문장 단위의 통제되거나 유도된 수준에 그치는 경우가 많고, 실생활에 필요한 자유 작문 형태의 쓰기 학습은 소홀히 다루어지고 있는 것이 현실이다. 이 문제 역시 영어교사들이 자유 작문을 시도해 볼 신뢰성 있는 틀이나 형식이 없기 때문에 그 필요성을 인정하면서도 실제로 수업에서 적용키 어려운 점이 있었다. 이 같은 상황을 학생과 교사 입장에서 개선할 수 있는 효과적인 방법으로서, EFL(English as a Foreign Language) 상황 하에서 읽기와 쓰기를 체계적으로 연계시킨 좀 더 새로운 학습방법이 고안될 필요가 있었다. 본 논문은 비교적 최근의 이론인 과정-장르 중심 접근법에 이론적 근거를 두고, 장르별로 텍스트의 전체적인 구조와 언어적 특징을 구별하고, 이것을 쉽게 도식화한 스켈레톤 다이어그램을 그려 봄으로써, 읽기와 쓰기에 동시에 효과적인 새로운 접근법을 구안하였다.

1. IntroductionThis study is theoretically based on the process-genre centered approach and investigates a new model of teaching-learning method which integrates reading and writing process in middle school English class. This paper comes out of concerns about the current middle school classes, which have little emphasis on the use of English in written communication and over emphasis on the traditional belief, reading and writing are very different language skills. That requires a significant shifting our students' attention or their mode of learning from grammatical structures and the smaller texts to skeletons of genres and the larger texts. This will improve both students' performance of reading and teachers' credible frames in teaching writing. That is, the purpose of this teaching process is to achieve multi-level understanding of the reading materials and a sound basis for the writing of different genres. This approach allows students to study the relationship between social purpose and form for a particular genre as they use the recursive processes of pre-writing, drafting, revision, and editing. Especially under the EFL(English as a Foreign Language) circumstance like Korea, this approach is needed to promote students' learning efficiency. And there are many viewpoints of genre classification. In this study, the magnificent seven model, which has 7 factual genres of Recount, Narrative, Explanation, InformationalReport, Procedure, Discussion and Exposition, is selected because this can be included in the school curriculum and can be taught in middle school class. 2. The Application for the Model 1) Pre-Reading Activities (Genre Analysis)This section means activities that were done before the actual reading of the model text and analysis and language features of the genre are noted or projected on the board. Draw the genre skeleton with key words and phrases. And this stage can be omitted or shorten in other units with the same genre. 2) Reading Activities (Textbook Analysis) Text can be introduced by relating to the textbook and other intensive texts. Students could practice reading again with their teacher(or in pairs/groups), with lots of expression. And organize the genre skeleton while reading activity. Other texts can be organized in intensive course. 3) Post-Reading Activities (Comprehension Test) Review the previous page and answer the questions. This exercise is mainly made up of textbook contents and included bottom-up & top-down comprehension and controlled & guided writing. 4) Pre-Writing Activities (Joint Writing) Demonstrate the writing process such as getting ideas, organizing ideas, writing, revising and editing. And students could practice writing again with teacher(or in pairs/groups). Students can do any research they need to write on the topic(reading, discussing, Internet searching, etc.). 5) Writing Activities (Independent Writing & Revising) Encourage students to write without worrying about spelling, punctuation, etc. Students can use the Joint writing process to see examples of writing frame for the genre. And the writing at this stage is very annoying and teacher should make aware them that this process is necessary. 6) Post-Writing Activities a. Peer Editing & Teacher's Feedback - Students should be encouraged to work with each other to edit their work, before they take it to the teacher for final editing. b. Final Text and Reviewing - The way in which their works are published could depend on the purpose of the writing. 3. Conclusion I performed this application in 7th grade classes for two semesters in 2007. The result was relatively good. Students’ learning attitude such as self-confidence and positive-mind grew meaningful and learning performance in reading and writing expanded more than before this study. I believe this model or application will play an important role into the future classes and help us to teach English reading and writing effectively. And I want other teachers to study more useful graphic organizers or writing frames in addition to the genres and skeletons used in this study.

• 이영아(덕산중학교 교감) | YoungAh Lee