총체적 언어 교수법 기반 EFL 문학 수업 모형과 문해 습득 = A Teaching Model for EFL Literature and Literacy Education Based on the Whole Language Approach

다국어 초록 (Multilingual Abstract)

This study reviews the significance of the whole language approach (WLA) in literacy acquisition using the narrative text (story) and develops an instruction model for WLA-based literature teaching which can be applied to the actual English classroom. In so doing, the study suggests that the narrative text of the colloquial style, such as fairy tales and nursery rhymes, are critical to literacy acquisition and that students should be exposed to such stories as much as possible from the early period of literacy education.
There have been many studies on the use of the literary text in terms of the WLA so far, but those studies wanted for systematic teaching methods in relation to literacy acquisition. For example, there is little research on the mechanism of how literacy acquisition is related to the literary text per se and on the actual instruction model based on the WLA theory. Furthermore, very few is the experimental research on how the WLA-based literature teaching model should differ in EFL contexts. The WLA has the tendency to be more a philosophical theory rather than a teaching method so that it is weak in providing technical teaching methods applicable to the actual classroom, and its lack of systematic methodology results in preventing the WLA from being actively implemented into EFL English language teaching.
This study develops a WLA-based instruction model for EFL literature teaching and design an experimental course in order to examine its effectiveness. The model is applied to the course of “English Readings” in college of education for which first year of 30 English majors are enrolled for one semester. The course proceeds for 3 hours per week. For the texts covered in each week are nursery rhymes and fairy tales that have some patterns repeated in vocabulary, sentence structure, or ideas (pattern book or predictable book). At the end of the semester, a post-survey is conducted to see students’ response to the course. The result is very positive and encouraging in that students show strong interest in reading Western fairy tales in English. In case of nursery rhymes they feel culturally fulfilled when they experience the rhymes directly. As for literacy, they say that their vocabulary and reading power are certainly enhanced. Specifically, after learning story grammar, it is much easier for them to analyze the story structure and to read stories. Story grammar also helps them write better since the framework of story grammar offers them a kind of guideline for writing.
The WLA reaffirms the use of the conventional literacy education by means of literary works. Reading literary texts and writing response papers are recommended to enhance literacy. If the model this study provides is proven to be more successful in the near future, it could bring a new paradigm for English education in Korea.

목차 (Table of Contents)

• I. 문해, 문학, 총체적 언어 교수법
• II. 총체적 언어
• III. 총체적 언어 습득론
• IV. 문해 습득과 문학 텍스트
• V. 총체적 언어 기반 문학 교수학습 모형
• VI. 결론 및 제언
• 인용문헌
• Abstract

참고문헌 (Reference)

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