초등학교 영어 학습자들의 읽기에 대한 동기와 태도 분석
Elementary School Students' Reading motivation and attitudes
- 주제(키워드) 영어 읽기
- 발행기관 아주대학교
- 지도교수 김현옥
- 발행년도 2017
- 학위수여년월 2017. 2
- 학위명 석사
- 학과 및 전공 교육대학원 영어교육
- 실제URI http://www.dcollection.net/handler/ajou/000000024954
- 본문언어 한국어
- 저작권 아주대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
전 세계가 무선 인터넷과 SNS로 소통하고 있는 21세기는 대부분 영어 문자를 통해 의사 소통이 이루어지고 있고 다양한 영어로 된 글을 읽기도 하고 물건을 구매하기도 하고 필요한 정보를 얻기도 한다. 이러한 사이버 공간을 자유롭게 활용하려면 실제 원어민들이 사용하는 문자 언어와 환경에 익숙해 질 필요가 있다. 우리의 영어 교육 현실은 교실에서 교과서 내의 제한되고 국한된 표현에서 반복적인 학습이 이루어져 다양한 문자 언어를 접할 수 있는 기회가 부족하고 주당 2~3시간 수업에 의존해야만 하는 상황이라 이러한 ESL 환경에서 광범위한 영어 읽기는 이러한 한계점을 극복 할 수 있는 학습 방법 중 하나이다. 외국어로써의 영어를 교실 밖에서 상용하기 힘든 ESL 상황에서 읽기는 지속적인 노출을 제고할 수 있고 유용한 정보를 얻을 수 있으며 문식력을 향상시킬 수 있다. 현재까지의 일기 교육에서는 읽기의 정의적인 측면의 교육이 간과되었다. 하지만 최근 읽기와 관련된 연구들의 흐름이나 사회적 경향으로 보아 읽기의 동기와 태도와 같은 정의적인 측면이 강조되고 있다. 학생들이 평가와 성적에 구애받지 않고 긍정적인 읽기 경험의 기회를 많이 가질 수 있다면 읽기에 대한 즐겁고 새로운 경험을 반복하면서 책을 읽는 과정에 대한 이해를 스스로 터득하고 글의 내용에 대한 이해도도 높아질 것이다. 영어 읽기는 학교 교과서에 나와있는 짧고 국한된 내용 뿐만 아니라 주제와 영역을 다양하게 정하여 독서 를 한다면 자신이 관심있는 분야를 통해 영어를 접하게 되므로 좀더 영어에 흥미를 가지게 될 가능성이 높다고 볼 수 있다. 연구 결과에서 남학생일수록 영어독해에 대한 미래지향적 외적 동기 영역 이 유의미하게 나타났는데 이것은 우리나라의 교육현실과 연결이 되는 것이다. 관심있고 궁금한 분야의 책을 스스로 찾아 읽는 것이 아니라 미래에 좋은 직업을 얻고 직업상 영어를 사용하게 될 수 있으니 더 나은 성적을 받기 위해 책을 읽는 외적 동기에 비중을 두게 된다. 그러므로 읽기의 정의적 영역에 더 관심을 가지고 접근하려면 교사나 학부모 가 학생들에게 읽기 과제를 제시하거나 스스로 정하게 하고 스스로의 계획표를 만들고 자율적으로 실천하도록 하는 연습이 필요하겠다. 학생들이 외국에 나가지 않아도 다양한 분야의 읽기교재와 교육 프로그램을 개발하고 학교 현장에 보급하여 학습 효과를 증진 시킬 수 있도록 해야 할 것이다.
more목차
Ⅰ. 서론 ·····························································································································1
1.1 연구의 필요성 및 목적 ·················································································1
1.2 연구 질문 ···········································································································2
Ⅱ. 이론적 배경 및 선행 연구 ···················································································3
2.1 이론적 배경 ·····································································································3
2.1.1 읽기의 정의와 과정 ··················································································3
2.1.2 읽기의 원리 ····································································································4
2.2. 선행 연구 ······································································································6
Ⅲ. 연구 방법 ·····················································································································7
3.1 연구 대상 ·············································································································7
3.2 조사 도구 ···········································································································11
3.3 연구 절차 ···········································································································12
Ⅳ. 연구 결과 및 분석 ···································································································13
4.1 영어 읽기에 대한 동기와 태도 ···································································13
4.2 학년별 영어 읽기에 대한 동기와 태도 ·····················································13
4.2.1 영역별 차이 ······························································································14
4.3 성별에 따른 영어 읽기에 대한 동기와 태도 ···········································15
4.3.1 영역별 차이 ······························································································15
4.3.2 문항별 차이 ······························································································16
Ⅴ. 결론 및 제언 ·············································································································24
5.1 결론 ·····················································································································24
5.2 제언 ··················································································································· 25
참고문헌 ····························································································································26
부 록 ································································································································27
