영어강독 교수방법으로서의 다독(Extensive Reading)

한대숙(Han Dae Sook) 언어과학회 2004 언어과학연구 Vol.28 No.-

This paper aims to suggest an extensive reading programme for university-level students on the basis of the result of extensive reading undertaken by the students at University of Incheon. To fulfill their academic course requirements adequately, university-level students need extensive reading along with intensively acquired reading skills. Extensive reading is reading in quantity and its goal is to gain a general understanding of what is read. Extensive reading programmes have been growing m popularity all over the world, yet, it seems that extensive reading programmes have not been adopted in education at university-level in Korea. Last semester, the students of University of Incheon participated in an extensive reading programme. It was observed that the extensive reading programme should be integrated fully into the curriculum. Upper- level students should be instructed to focus on understanding the general meaning of what they read, while lower-level students benefit most from concentrating on vocabulary and idioms. Selecting level- appropriate material is an essential factor in a successful extensive programme. Therefore, Graded Readers are an ideal choice. Extensive reading needs to be evaluated through a variety of assessments. Appropriate evaluations serve as beneficial tools for motivating extensive reading.

초등 영어 다독 활동의 효과 메타분석

김의진Kim, Ui Jin),김정렬(Kim, Jeong Ryeol) 한국초등영어교육학회 2022 초등영어교육 Vol.28 No.1

In this study, a meta-analysis was conducted on studies of extensive reading activities in the setting of Korean elementary schools to investigate the effects of extensive reading activities on the improvement of English proficiency, the affective domain of elementary school students, and the moderating effects of extensive reading activities. The research questions established through this meta-analysis are as follows: First, what is the overall effect size of elementary school English extensive reading? Second, what is the effect size of elementary school English extensive reading on linguistic domains (reading, listening, writing, vocabulary) and affective domains (interest, confidence)? Third, what is the effect size for each control variable of extensive reading (with or without teacher intervention, type of extensive reading, number of classes, and class time)? For this purpose, a total of 21 articles about extensive reading in elementary school from 2001 to 2020 were selected and investigative variables were coded. The meta-analysis was ensued to measure the effect size of overall, linguistic and affective domains, and effect sizes were compared for each moderating variable. As a result of this meta-analysis, extensive reading activity in elementary school showed a medium or higher effect size in both linguistic and affective domains, confirming that extensive reading was an effective activity to support English learning for elementary school students. In addition, it was checked as to which variables controlled the effect of extensive reading in elementary school. It was found that the longer the reading session performed per period, the higher the effect size.

전자책을 활용한 영어 다독이 고등학교 영어 학습자의 읽기 능력과 속도 및 다독에 대한 태도에 미치는 영향

김우영,최연희 이화여자대학교 교과교육연구소 2020 교과교육학연구 Vol.24 No.3

This study is to explore the effects of extensive reading of e-book on Korean EFL high school students’ English reading abilities, reading rate and attitudes towards extensive reading, compared to those of paper-book-based extensive reading. Two groups of first grade high school students participated in 12-week extensive reading activities. After the instruction on extensive reading for both groups and on features of e-books for the e-book group including reading while listening, they read books individually, and their reading logs were checked by the English teacher once a week. The comparison of pre- and posttests reveals higher scores of reading ability and faster reading rates for both groups after extensive reading, but for the difference between the two groups, the e-book group showed higher scores in bottom-up reading while the paper-book group showed faster reading rate; yet, no statistically significant differences were observed within and between groups. The e-book and paperbook group had more positive attitudes towards extensive reading after the activities with statistically more positive responses in the affective aspects in both groups and in the executive aspects in the e-book group. The e-book group’s greater willingness to read suggests the positive effects of e-book extensive reading due to its convenience; however, as the results indicated while extensive reading of e-book, with audio file listening, was more helpful in improving bottom-up reading skills, it was not as effective as paper-book extensive reading in enhancing reading rate. This suggests it would be more desirable to selectively choose between paper book and e-book reading with audio file, considering the needs of students. 전자책을 활용한 영어 다독 활동이 영어 읽기 능력 및 속도와 다독에 대한 태도에 미치는 영향을 종이책 다독 활동과의 비교 분석을 통해 알아보기 위해 고등학교 1학년 두 집단 학생들을 대상으로 12주간 다독 활동을 진행하였다. 두 집단 모두 동일한 도서 목록에서 자유롭게 책을 선택하여 개별적으로 읽고 다독 일지를 작성하였으며 1주일에 한 번씩 교사의 점검을 받았다. 전자책 집단은 전자책의 책 읽어주는 기능을 활용하여 책의 모든 단어를 들으면서 읽었는데, 이는 읽기 과정 및 속도에 영향을 미칠 수 있는 읽기 방식이기에 다독 활동 전후에 상하향식 읽기 능력 및 속도 측정 검사를 실시하여 전자책 다독 활동의 효과를 종이책 다독 활동과 비교 분석하였다. 그 결과 전자책 및 종이책 다독 집단 모두 사후 점수가 높아져 전반적으로 읽기 능력 및 속도가 향상된 것으로 나타났지만 통계적으로 유의미한 변화는 없었고 집단간 유의미한 변화 차이도 없었다. 그러나 종이책 다독 집단은 상향식 읽기 점수가 하락한 반면 전자책 다독 집단은 상향식 읽기 점수가 높아졌으며, 읽기 속도는 종이책 다독 집단의 향상 폭이 더 큰 편이었다. 다독에 대한 정의적 태도를 다독 활동 전후에 인지적, 정의적 및 행동적 영역에서 측정한 후 비교 분석한 결과 모든 영역에서 두 집단 모두 좀 더 긍정적으로 태도가 변화되었는데 특히 정의적 측면에서 유의미하게 태도가 더 긍정적으로 변화되었고 행동적 측면에서는 전자책 집단이 유의미하게 더 긍정적으로 변화되었다. 오디오 파일을 들으면서 책을 읽는 전자책 다독 활동이 상향식 읽기 능력 향상과 다독의 자발성 등의 행동적 태도 측면에서는 유용하지만 읽기 속도를 높이는 데는 종이책 읽기만큼 효과적이지 않다는 연구 결과는 학습자의 필요에 따라 종이책이나 전자책 또는 책 읽어주는 기능을 활용한 전자책 읽기를 선별적으로 사용하는 것이 바람직하다는 것을 시사한다.

다독 프로그램의 학교 현장적용 가능성 연구

강성택 미래영어영문학회 2010 영어영문학 Vol.15 No.1

The purpose of this study is to explore the potential of applying Extensive Reading to the school curriculum on the basis of the result of extensive reading program undertaken the intensified training of middle and high school English teachers in 2010. Also, the study attempts to investigate how extensive reading influence English teachers' teaching method and change their attitude regarding the guidance of English reading. In fact, Extensive reading is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading. In other words, it is an approach to language teaching in which learners read a lot of easy material in English. They choose their own reading material and read it independently of the teacher. They read for general, overall meaning, information and enjoyment itself. And many researches on the effects of extensive reading have been accumulated. Actually, the teachers attended this program have a tendency to believe that Extensive reading teaching methods put power to improve student's reading fluency, good reading habits, writing ability, listening ability and high level of vocabulary including expressive and comprehensible ability. The reading program should belong in the school curriculum. That is the premise of the utmost successful extensive reading, and this study suggests an after-school program gives the suggestions of extensive reading program whatever the focus of reading class.

확장형 읽기를 통한 영어 읽기 능력 신장 방안 연구

강민혜 ( Min Hye Kang ),이정원 ( Jeong Won Lee ) 한국중등영어교육학회 2012 중등영어교육 Vol.5 No.1

The purpose of this study is to ascertain the effectiveness of using extensive reading in English reading classes and to suggest its application. This study was conducted through studying the major theories related to reading, scrutinizing the characteristics of extensive reading and its essential features, and suggesting the techniques that make this approach feasible in class. The findings of this study have the following conclusions for teaching and learning English reading: 1) extensive reading contributes to the improvement of overall reading comprehension; 2) extensive reading makes possible the integration of four English skills; 3) the level of materials in extensive reading is “i minus 1,” which means the level of materials should be slightly below the learner``s current English competence; 4) since extensive reading employs reading rapidly and extensively, both sight vocabulary and knowledge of vocabulary will be improved while reading. Practical suggestions of employing extensive reading in class are discussed.

Effects of extensive reading on motivation for reading in English

석남희 현대영어교육학회 2016 현대영어교육 Vol.17 No.4

This study explored the effects of extensive reading on motivation for second language (L2) reading. Twenty-one advanced English-as-a-second-language students in three intact classes participated in this study. Extensive reading was incorporated into the existing reading and vocabulary classes as part of the course curriculum for eight weeks. To investigate the students’ motivational changes through extensive reading, pre- and post-survey questionnaires were administered. The questionnaire used in this study was largely drawn from five factors (intrinsic motivation, extrinsic drive to excel, extrinsic academic compliance, extrinsic test compliance, and extrinsic social sharing) in Komiyama’s (2009) Motivation for Reading in English Questionnaire (MREQ). Additionally, the students’ perceived improvement through extensive reading was also measured through responses to the post-survey questionnaire. Lastly, to explore the students’ difficulties in reading extensively over eight weeks, an open-ended question was added to the post-survey questionnaire. Results showed that the effect of extensive reading was statistically significant in one factor (i.e., extrinsic academic compliance) among the five motivational factors. In general, the students perceived improvements in different areas of L2 learning through extensive reading. Results from the students’ perceived difficulties shed light on L2 students’ motivation for extensive reading.

하향식 접근법을 통한 다독의 통합적 전략 연구

신규철(Kyu-Cheol Shin) 한국외국어대학교 영미연구소 2024 영미연구 Vol.60 No.-

이 연구의 목적은 언어습득 관점에서 다독의 하향식 접근법을 중심으로 통합적 전략을 고찰하고 연구사례들을 분석하여, 영어교육에 끼치는 의의를 논의하고 우리나라 영어교육의 새로운 패러다임을 제언하는데 있다. 본 연구는 전통적인 읽기법인 상향식 읽기의 정독(intensive reading)이 갖고 있는 의사소통적 능력 제고의 한계를 분석하고, 그 대안으로 인지적 측면을 고려하여, 언어적 측면을 통합시키는 하향식 읽기법인 자발적 다독법(extensive reading)의 연구사례들을 분석하여 그 교육적 함의를 논의하고, 우리의 영어교육 현장에 적용시키는 것을 목표로 하고 있다. 특히 자발적 다독법은 외국어로서의 영어(EFL) 교육 환경의 문제점인 목표어에 대한 언어노출의 한계를 극복하고, 목표어의 최대한 노출을 통한 의미중심의 언어교육을 강조한다. 그리고, 자발적 다독법은 학습자의 인지적 능력을 함양하여, 언어능력과 창의적 사고력을 동시에 제고시키고 학습자의 인지적 능력과 언어의 유창성 개발에 어떻게 영향을 주는지에 대해 논의한다. 또한 다독을 통한 하향식 접근법이 인지적 측면에서 통합적 학습전략으로서 우리의 학습 현장에 적용되어야 한다고 제언한다. The purpose of this study is to investigate the integrative strategy with a focus on a top-down approach to extensive reading and review the research, suggesting its pedagogic implications for the classroom. Based on research data on extensive reading, the integration strategy that EFL learners use to read is discussed as to whether it effectively promotes the cognitive aspect of reading abilities and learner autonomy in EFL learners. In addition, this study analyzes a top-down approach and bottom-up approach for voluntary extensive reading and suggests significant insights for foreign language reading instruction. In summary, the top-down approach with a focus on interactive extensive reading shows that the learner-centered extensive reading emphasizes meaning-centered comprehension, together with a positive attitude and enjoyment of reading. By promoting extensive reading, educators aim to create an environment where learners can naturally develop their foreign language skills through exposure to authentic texts.

학문목적 학습자를 대상으로 한 확장형 읽기 교육의 효과

배정선 ( Jeong Sun Bae ),손정호 ( Jeong Ho Sohn ) 연세대학교 언어연구교육원 한국어학당 2014 외국어로서의 한국어교육 Vol.41 No.-

As there has been a growing number of learners with academic purposes among Korean learners, there has been a lot of learners with difficulties in understanding the lessons of their majoring subjects accordingly. The cause of the difficulties is their familiarity with intensive reading in Korean reading class. Intensive reading requires accurate reading and understanding of a relatively short text is a good way to develop accuracy in reading. However it is not appropriate for reading a lot of reading materials concerning with their major and grasp the main points. therefore it is necessary 2 practicing extensive reading to read and understand the materials in Korean rapidly. Even though it has not been long that the extensive reading which has been widely used English education starts to be applied to Korean education, it is clear that extensive reading is helpful in Korean education as well. Thus, this study aims at finding out an appropriate way for Korean classroom through an experiment for a while and represents the effect. The experiment was done for 15 weeks with 31 learners and in class the practice and presentation on extensive reading and after class the learners chose a piece of reading material freely and write a log on a weekly basis. The researcher of this study explained the way and purpose of extensive reading throughly and let the learners practice without any help with a dictionary. Prior test to the experiment, the 8th week’s mid test and post test of the experiment were done to find out the improvement of the learners’ reading proficiency. A meaningful result came out from the T-test on both the prior test and post test. Especially the effect of education on the low performing learners was big and the effect on general understanding which is the main target of extensive reading was meaningful enough. With the result extensive reading is effective on improving reading ability for the low performing learners rather than the high performing learners, and proves that it is effective on general understanding rather than understanding minor things in detail. In addition, the survey represents that the emotional attitude toward extensive reading is very positive as well. This study proposes extensive reading as a way to improve reading ability of the Korean learners in the hope of active researches on the methods to apply the extensive reading to the Korean classroom in the future.

예비 영어교사를 위한 영어다독 체험수업 인식연구

전영주 한국영어교과교육학회 2019 영어교과교육 Vol.18 No.4

This study is designed to give pre-service English teachers a chance to experience English Extensive Reading in a class context. In particular, diverse teaching methods for teaching extensive reading were given to pre-service English teachers in this study. During ‘English Reading’ class, theories and hands-on activities of English extensive reading were introduced and performed after the 4th week through to the end of the course. In addition, one book reading activity was conducted with both individuals and in group work. After the 10th week, multiple-choice English reading test questions were produced based on the extensive reading activities. Pre-service teachers in the study presented and explained them in groups in front of their colleagues. After completing this 14-week English extensive reading experience, a survey including 21 multiple-choice questions was conducted, asking for the pre-service teachers' thoughts about English reading, the effectiveness of this English extensive reading class, and obstacles and areas to be evaluated in the future. Finally, an open question is added, where pre-service teachers are asked to write their own opinions. The study found that after the English reading experience class, students felt the joy of reading English books and the need for English extensive reading classes.

EFL 초등학교 영어 다독 교수요목 개발

이수영 ( Soo Young Lee ),김경한 ( Kyong Hahn Kim ) 한국외국어대학교 외국어교육연구소 2014 외국어교육연구 Vol.28 No.2

This research is conducted to establish a systematic elementary English curriculum for EFL extensive reading as a way of improving students` reading ability. The research provides a systematic program for EFL extensive reading to work within the National English Curriculum, thereby complementing the current reading education in Korea. The research proceeds as follows. First, the goals for extensive reading are set up on the ground of theoretical study and needs analysis. Second, several components that consist of the contents of the extensive reading curriculum are listed in terms of vocabulary size, sentence length, achievement standard, and evaluation guideline by grade. Third, a teaching model for the extensive reading curriculum is developed for each reading grade level. Finally, a sample lesson plan for the extensive reading curriculum is suggested for application. The conclusions are as follows. First, this research highlights the importance and potential effects of extensive reading in EFL contexts by developing an EFL curriculum for extensive reading. Second, this research is significant in that it establishes an extensive reading curriculum for elementary English education based on the National English Curriculum and that it proposes useful teaching models for extensive reading to be realized in the actual classroom.