대학 영어 읽기 교육에 관한 교수의식 연구
A study of teachers' beliefs about English reading on their classroom practices.
- 발행
- 2009
- 소속·발행
- 동덕여자대학교
- 출처
- 국내 KCI
- UCI
- G704+INS000001440-ART001344760
- 원문등록
- 2009-05-31
- 원문
- 원문 보기 ↗
개념
키워드
reading instruction, critical literacy, critical reading, extensive reading, teacher development program, reading instruction, critical literacy, critical reading, extensive reading, teacher development program
초록
The present study explores teachers’ beliefs about English reading and its instruction as part of general English education at colleges in Korea. The study also attempts to investigate how classroom practices are influenced by an instructor’s belief system. Teachers’ beliefs impact the way they plan lessons, make decisions, apply teaching methods, and use practical teaching activities. Responding to open-ended questions, teachers reflected on how they perceive their teaching beliefs and how they conduct actual classroom activities. The findings of this study indicate that English reading instruction focuses mostly on reading as a product, on learners’ functional skills, and on a surface-level comprehension of reading. Finally, this study emphasizes the importance of English learning in terms of the joy of reading and of employing the critical literacy perspective in the classrooms. This approach seeks to move beyond the surface level of reading texts and to 'realize' a text with meaning rather than 'extract' a meaning from it.