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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2015.1
- 수록면
- 55 - 86 (32page)
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This study is an attempt to enhance Korean EFL students’ critical literacy throughshort stories. A total of 20 students enrolled in an advanced English reading courseparticipated in the study. Five-step instructional procedures including introducingthe text and independent reading, teacher-led discussion, first reflective journalwriting, student-led discussion, and second reflective journal writing wereimplemented. Data were collected from audio-recorded class discussions, students’reflective journals and interviews, and classroom observations. Analyses of the dataindicate that the students developed overall literacy skills, became capable ofdisrupting a common understanding, examined both the characters and eventswithin the historical and social contexts, represented marginalized voices in thestories, and showed their own sense of agency.
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참고문헌 (23)
참고문헌 신청
Ali, S. / 1994 / The reader-response approach : An alternative for teaching literature in a second language / Journal of Reading 37:288~296
Allen, H. W. / 2010 / Exploring the feasibility of a pedagogy of multiliteracies in introductory foreign language courses / L2Journal 2:119~142
Coffey, A. / 1996 / Making sense of qualitative data:Complementary research strategies / Sage
Comber, B. / 2001 / Negotiating critical literacies in classrooms / Erlbaum :271~282
Erkaya, O. R. / 2005 / Benefits of using short stories in the EFL context / Asian EFL Journal 8:1~13
Allen, H. W. / 2010 / Exploring the feasibility of a pedagogy of multiliteracies in introductory foreign language courses / L2Journal 2:119~142
Coffey, A. / 1996 / Making sense of qualitative data:Complementary research strategies / Sage
Comber, B. / 2001 / Negotiating critical literacies in classrooms / Erlbaum :271~282
Erkaya, O. R. / 2005 / Benefits of using short stories in the EFL context / Asian EFL Journal 8:1~13
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