지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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This study explores a group of eighteen graduate school students' experiences with a text-driven approach during an English materials development class conducted in the spring semester of 2013 in Seoul. The research was designed to raise awareness of the effectiveness of the text-driven approach suggested by a number of researchers as an effective method of developing language teaching materials. Its emphasis rests on personal responses to texts by using various multidimensional mental representations such as visualization and inner speech. Unlike conventional reading activities, a text-driven approach does not check readers' comprehension by asking true- or-false types of questions. Instead, it provides various opportunities to experience the text with the reader's experiences and allows the readers to take advantage of all the knowledge they have. Despite its benefits for English second language learners, however, many Korean ELT practitioners are unaware of its very existence. The researcher, therefore, designed a seven-week project to introduce and to raise awareness of the approach to the graduate students who took the ELT materials development class. The participants of this study experienced the whole process of writing text-driven materials, from brainstorming topics for text writing to assessing materials developed by peers. Questionnaires, semi-structured interviews, and materials developed by the students were used to collect the data. The results of the questionnaires revealed that the students not only raised the awareness of the approach, but also recognized its differentiating features from conventional reading activities and its possible effectiveness as an ELT materials development method. The students' semi-structured interviews and the materials represented how much they had learnt about the approach from the project. Longitudinal classroom research where the text-driven material is taught was suggested as continuing research in order to localize the approach in the Korean context.
목차
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참고문헌 (33)
참고문헌 신청
Anderson, J. R. / 1993 / Problem solving and learning / American Psychologist 48 : 35 ~ 44
Arnold, J. / 1999 / Affect in language learning / Cambridge University Press : 260 ~ 278
Barnett, M. / 1989 / More than meets the eye: Foreign language reading / Prentice Hall Regents
Bell, J. / 2011 / Materials development in language teaching / Cambridge University Press : 135 ~ 150
Damasio, A. / 1994 / Decartes’ error: Emotion, reason and the human brain / Avon
Arnold, J. / 1999 / Affect in language learning / Cambridge University Press : 260 ~ 278
Barnett, M. / 1989 / More than meets the eye: Foreign language reading / Prentice Hall Regents
Bell, J. / 2011 / Materials development in language teaching / Cambridge University Press : 135 ~ 150
Damasio, A. / 1994 / Decartes’ error: Emotion, reason and the human brain / Avon
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