개인발표 : 독자반응이론의 관점에서 본 아동학과 대학원생의 그림책 읽기 = Reading Picturebooks of Graduate Students in Department of Child Psychology and Education in the Light of Reader-Response Criticism

다국어 초록 (Multilingual Abstract)

The purpose of this study was to explore the adult readers` reading process of picturebook. This study was conducted with a focus on two major research questions： what are the aspects of revealed responses when adult reader reads repeatedly a picturebook, and what effect does the feature of picturebook have on the adult reader stance during the repeated reading of the same picturebook? Research participants were 8 graduate students in the department of child psychology and education. Analyzed data were 8 picturebooks that they had read, their records of 4 times reading picturebook, and discussion of the picturebook among them. Data was analyzed focused on the transaction between the reader and the picturebook. The results are as follows： 1. The readers recognized that they could find out something new in the same picturebook and filling in the gaps was getting more elaborate whenever they read it. This means that there are some pretty limits to understand and explore the reader response after only one time reading. 2. The readers were conscious of the child in the every day life during the reading picturebook. Sometimes, that was why the readers could not construct more fully the meaning of the text.3. While the repeated reading, the reader had trouble interpreting the text in various ways because of the fixed reader stance that came from the internal elements of the picturebook and/or the externals. In other words, this means that the reader does not read everything with the same degree of attention, that is, the reader does not always read closely. There are implications for understanding children`s illogic response of the picturebook in the kindergarten. Furthermore, it is necessary to enlarge reading schemata through more dynamic discussion and more systematic reading education of picturebook. 4. It was revealed that the types of the picturebook can affect the reader stance of the text. There are implications for selecting and shared-reading the picturebook in the kindergarten. Young children can enhance the literary competence by experiencing the divers types of the picturebook.