본 연구는 동물매개읽기활동이 읽기 부진 아동의 읽기 동기에 미치는 영향을 검증하기 위해 시행되었다. 여기서 동물매개읽기활동은 Readaing Dog에 동물매개활동을 적용한 활동을 말한다. 연구대상은 인천시에 위치한 D언어심리상담센터에 다니는 읽기 부진 아 동 7명으로 선정하였다. 연구 방법은 단일군 전후 실험설계 방법으로 진행하였다. Reading Dog과 동물매개활동을 함께한 동물매개읽기활동은 주 1회 30분씩 총 10회기 진행하였다. 연구도구는 사전/사후 검사로 ‘초등학생 읽기 동기 척도’ 중 내적 동기 범주 를 사용하였다. 자료분석은 SPSS 20.0 통계프로그램을 사용하여 Wilcoxon 비모수 대응 검정을 실시하였다. 연구결과 동물매개읽기활동 활동 실시 후 실험집단의 읽기 동기에 사 전/사후에 유의미한 결과가 나타났다. 동물매개읽기활동이 읽기부진 아동의 내적 읽기 동 기 향상에 긍정적인 영향이 있었음을 알 수 있었다.

This study was designed to explore effective techniques to be used in IERW (Integrated English Reading and Writing) classes for college students. The study last for 15 weeks and included 457 students and 11 instructors at E University. The participants were freshmen who were taking a compulsory English reading and writing class, and the instructors were seven native English speakers and four Koreans. To ensure the effectiveness of IERW classes, it is important to identify what teaching activities are being used and which activities students prefer. To address these issues, the instructors were interviewed regarding their teaching activities in IERW classes. From the interview results, a survey was made that asked students which class activities they consider useful. The results show that most students responded positively to the activities that the instructors were using, with a preference of around 70 percent. Notably, pair or group activities were rated as less favorable than other activities, with a score of under 50 percent. Some implications of the findings and suggestions for teaching activities for IERW classes are provided.

In the era of the 4th industrial revolution, creativity plays a pivotal role in the competitiveness of a country. The importance of creativity education therefore cannot be overemphasized. The purpose of this study is to examine the effects of discussion-based English reading and writing activities on Korean high school students' creativity, English writing, and self-assessed creative thinking. The participants were 45 high school students in Seoul, Korea. They were divided into two groups: the discussion-based English reading and writing group (n=24) and the traditional English instruction group (n=21). The experiment was administered during two semesters of the 2017 academic year. The major findings are as follows: First, the experimental group showed significant improvement on the creativity test, especially in the areas of fluency, flexibility, and original thinking. Second, the experimental group outperformed the control group on the writing test. Third, the experimental group showed positive changes in their self-assessed flexible thinking, convergent thinking, and intrinsic motivation. All of these indicate the beneficial effects of the discussion-based English reading and writing activities. Based on the results, some pedagogical suggestions were made for the effective integration of creativity education into the teaching of English as a foreign language.

The purpose of this study is to investigate the effectiveness of using movies in an English reading course at the college level. In order to achieve this purpose, the following questions were constructed; 1) How have reading activities through movies affected Korean college students’ reading achievement?, 2) How have those activities affected the students’ attitudes toward English study?, and 3) How have the students responded this movie-used reading class affectively? Thirty two college students participated, and a paired t-test was conducted to compare two observations, before- and after- scores on the students’ reading achievement and their attitudes toward English study. The results of data analysis showed that statistically significant differences were found between pre- and post-reading achievement tests, and those reading activities through movies positively affected students’ interest and confidence in English reading. Also, this quantitative result has been verified by qualitative data such as students’ reflective journals and in-depth interviews with students, that added credibility to the statistical findings. Therefore, this study suggests that using movies in the classroom attract students’ attention, and provide language learners with live language. Pedagogical implications are also made on the effective teaching of English reading in Korean classroom settings.

The study aims to investigate the effect of post-reading question-generation activities on Korean middle school students’ English reading abilities with respect to cooperative learning. Two groups of students read the same reading materials; however, one group as an experimental group generated questions of three types, literal, inferential, and evaluative questions, while the other group as a control group answered comprehension questions. Each group was further divided into two sub-groups by cooperative and individual learning. A statistical analysis of the recall test scores reveals a positive effect of post-reading question-generation activities and cooperative learning on English reading abilities. The reading test scores by the three question types further illustrated variations across the question types: the experimental group outperformed the control group in the inferential and evaluative questions and individual learning was detected to be more effective than cooperative learning in the evaluative questions. Interactional effects were observed between post-reading activities and cooperative learning in the literal and evaluative questions. The findings suggest question-generation activities as a beneficial post-reading task, though their effectiveness can vary by question types and learning context.

This study was aimed at integrating English novels into a Korean high school English curriculum. To accomplish the objective, the study adopted diverse post-reading activities using an English novel, The City of Ember by Jeanne DuPrau. Data were collected from diverse sources such as students’ worksheets, transcripts of students’ presentation, answers to survey questions, and the teacher’s field note. The results of the study are as follows: First, there were some educational effects when an English novel with diverse post-reading activities was used in high school English classrooms. Students showed a positive attitude toward the class and expressed satisfaction in terms of classroom management. Second, students responded to the novel through diverse post-reading activities. For example, students had opportunities to reflect on their lives, became active in solving problems, and deepened their thoughts through discussion. Based on the results of this study, suggestions for future studies are provided.

다양한 기능이나 영역을 통합하여 학습하는 의미로 해석되고 교육계에 화두로 등장한 융합교육에 대하여 바르게 이해하고 수업에 적용하려는 생각으로 국어과 수업에서 융합적 활동으로 학습효과를 올리는 방법을 제시하고자 하였다. 국어과에서의 융합은 듣기, 말하기, 읽기, 글쓰기가 단위 시간 안에 다양하게 시도하는 것을 의미한다. 이야기를 노래로 만들어 부르고, 미술과 융합하여 배경과 연극 소도구를 만들어 상황극이나 역할극, 무언극 등을 하는 등 많은 활동을 하는 과정에서 창의적 표현능력을 기를 수 있었다. 창의적인 대사를 만들고 감상문이나 다짐문, 일기, 편지글을 쓰는 과정에서 인성이나 진로지도도할 수 있었다. 이처럼 여러 교과와 융합을 이루며 다양한 활동과 통합을 시도한 것은 학생들의 흥미를 유발하였고, 적극적인 참여를 유도하게 되었으며 창의적인 언어사용능력을 신장시키게 되었다.

본 연구의 목적은 독서 활동이 학령전기 다문화 가정 아동의 KSL 발달에 미치는 효과를 체계적으로 살펴보는 데 있다. 이를 위해 총 15편의 연구에서 35개의 효과크기를 추출하여 독서 활동이 어휘력, 언어 이해능력, 언어 표현능력, 담화능력에 미치는 효과에 대해 메타분석을 수행하였다. 주요 연구 결과는 다음과 같다. 첫째, 독서 활동의 전체 효과크기는 1.204로 큰 효과크기를 가진다고 나타났다. 둘째, 독서 활동이 어휘력 향상에 미치는 효과크기는 .764로 중간 효과크기를 가진다고 나타났으며, 언어 이해능 력(1.118), 언어 표현능력(1.114), 담화능력(1.118)에는 큰 효과크기를 가진다고 분석되었다. 이를 통해 독서 활동은 학령전기 다문화 가정 아동의 KSL 발달에 효과적인 방법이 될 수 있음을 확인할 수 있었다.

본 연구는 상품화된 유아 독서 프로그램 그림책의 특성을 분석하여, 유아 독서 프로그램의 질적 향상과 유아에게 적합한 좋은 그림책을 선정하고 개발하는데 필요한 기초 자료를 제공하는데 목적이 있다. 이를 위하여 두 개의 상품화된 유아 독서프로그램에서 활용하는 88권의 그림책과 22권의 확장활동지에 제시된 연계활동을 분석하였다. 그 결과, 그림책의 글 작가와 그림 작가는 국내와 북미, 유럽 작가의 작품이 대부분이었고 그림책의 장르는 픽션 중 사실주의 그림책이 가장 많았으며 운문 그림책은 없었다. 그림책의 표현양식은 만화적 표현을 주로 사용했으며 그림책의 문학성, 예술성, 교육성 측면에서 평가한 점수는 평균보다 낮은 수준으로 나타났다. 연계활동은 의사소통영역 활동이 가장 많았다. 이에 상품화된 프로그램의 그림책의 질적 향상과 유아에게 적합한 좋은 그림책을 선정하는데 필요한 기초 자료와 정보의 근거를 제공하는데 연구의 의의를 둔다.

This study was to explore how effective wordless picture book reading activities were in developing young children's fictional narratives. Subjects for this study were 40 five-year-old children attending two classes of S kindergarten located in Seoul. They comprised the experimental group of 20 children and the control group of 20 children. As the treatment for the experimental group, the researcher applied the wordless picture book reading activities to small groups of five children using active interactions. Twelve sessions had been carried out once or twice a week for nine weeks. Results of this study, it was found that the wordless picture book reading activities positively affected young children's structural development levels of fictional narratives, the emergence of structural components, the use of logically cohesive devices, the number of clauses. This suggests that the wordless picture book reading activities using teacher-child interactions would be one of effective ways of developing young children's fictional narratives.