[논문]문학텍스트를 활용한 대학 교양영어 수업: 의사소통의 언어적 측면과 정서적 측면을 중심으로

김령희

doi:10.22156/cs4smb.2018.8.3.145

문학텍스트를 활용한 대학 교양영어 수업: 의사소통의 언어적 측면과 정서적 측면을 중심으로
Utilizing Literary Texts in the College EFL Classrooms: Focused on Linguistic Aspects and Affective Ones 원문보기

융합정보논문지 = Journal of Convergence for Information Technology, v.8 no.3, 2018년, pp.145 - 152

김령희 (계명대학교 타불라라사 칼리지)

초록
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본 논문은 대학교의 교양 영어 수업에 문학 텍스트를 활용하는 것이 학생들의 언어적, 정서적 의사소통 능력의 향상에 미치는 효과를 검토하는데 그 목적을 두고 있다. 통제 그룹은 지정된 교재만을 사용하였고, 목표 그룹은 교재와 더불어 네 편의 단편 소설을 읽고 일련의 추가 활동을 수행하였다. 그들의 영어 의사소통 능력 향상을 측정하기 위해, 연구자는 학생들로 하여금 사전 시험과 사후 시험을 치르게 하였고, SPSS 통계 프로그램을 이용하여 자료를 분석하였다. 비록 사후 시험에서 목표 그룹의 성적 평균이 향상되긴 하였지만 그 차이가 유의미한 수준에 이르지 못하였기에, 이들의 영어능력 향상이 본 연구에서 제시한 전략에 의한 것임을 확인할 수는 없었지만, 이 전략을 통해 목표 그룹의 정서적인 의사소통 양상이 촉진되었음은 추정할 수 있었다.

Abstract ▼ AI-Helper

This study aims to investigate the effects of literary texts as a teaching tool to enhance college students' English communicative competence both in linguistic aspects and affective ones. The control group used only the course book as study material, whereas the target group read four short stories along with it and engaged in a series of follow-up tasks. To measure their English competence, the researcher had both groups take a pre-test and a post-test, compared the results, and analyzed the data using SPSS. The study indicates that though the target students' post-test scores increased, the result failed in reaching a significant level. Nevertheless, reading and discussing literature facilitated the target students' affective aspects of communication. This article points out some other limitations of utilizing literary texts in language teaching and suggests the need for further research to deal with the issues.

주제어

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문제 정의

This article aims to investigate the effects of utilizing English literature in a college English course on enhancing students’ communicative competence and fostering a self-initiated class.
This study aims to explore a learner-centered and self-directed English learning strategy focused on discussions and presentations utilizing selected literary texts. It derives from the assumption that using literature in the EFL classroom can reinforce students’ linguistic and communicative skills, much more their critical and transcultural perspectives toward the world.

가설 설정

On the basis of this theoretical background, the researcher investigated whether literature had any significant implications for facilitating language learners’ linguistic competence both in a cognitive way and in an affective way.

제안 방법

Since it was a compulsory subject, the instructors were supposed to use a designated course book, to cover a certain number of reading units, and to follow a standard curriculum. Due to these restrictions, the researcher decided to select the literary texts, all of which were short stories, with themes the same as or similar to those of the reading passages in the textbook. They were also the stories bringing up topics “that can relate to students or are controversial so that the students can think critically about the meaning of the text”[19].
The researcher had both the control group and the target group take a pre-test at the beginning of the semester and a post-test at the end of the semester. Each test was composed of multiple-choice questions, short-answer questions, and short essays, which the researcher marked by 30 points. To compare the test results between the two groups, the researcher employed SPSS (ver.
Even though the researcher failed in identifying the statistical significance of using literature by the quantitative tests, the researcher attempted to make performance assessments to measure the students’ affective aspects.
In tandem with Savvidou’s opinion that “the separation of literature from language is a false dualism since literature is language and language can indeed be literary”[4], the researcher of this study opted for short and entertaining stories which could be covered in a session of 75 minutes and examined whether using literature had any significant effects on the students’ communicative competence both in linguistic ways and affective ones at the end of the semester.
The control group used only the given textbook as main study material, while the target group covered four short stories of two to four pages, along with the course book, during one semester. Taking into account the changed dispositions of language learners who are accustomed to audio-visual media in the digital society, the researcher of this study occasionally resorted to music and video clips of the same subject in both groups and tried to break the frame of the traditional English class heavily dependent on written texts. Thereby, meeting the needs of these new learners who “are different in terms of digesting and consuming literary texts from those of previous generations”[18], the researcher induced them to relate their acquired knowledge to the real world they lived in.
The study was conducted at K University located in South Korea for the freshmen enrolled in “Academic English” course during the first semester of 2017. The class met twice weekly in 75-minute sessions for 16 weeks. The control group was composed of 27 students majoring in business administration, and the target group consisted of 25 students majoring in humanities.
Others complain that literary texts contain a raft of difficult words and far-out expressions which are not related to real life, causing literature to be dismissed from language classes[3]. The researcher attempted to broaden the opportunity of reading and interpreting English literature, which has been given only to English majors so far, to non-majors who took English courses as the subjects of liberal arts.
The researcher had both the control group and the target group take a pre-test at the beginning of the semester and a post-test at the end of the semester. Each test was composed of multiple-choice questions, short-answer questions, and short essays, which the researcher marked by 30 points.

대상 데이터

19), it failed in reaching a significant level as to the effects of teaching literature in EFL classrooms. Second, the control group and the target group consisted of 27 and 25 students respectively. The number of the samples may be too small to be generalized to the whole language learners.
The class met twice weekly in 75-minute sessions for 16 weeks. The control group was composed of 27 students majoring in business administration, and the target group consisted of 25 students majoring in humanities.
For the control group, the researcher did not utilize any literary texts but relied on the given course book as a teaching tool. The students covered twelve reading units in the textbook during the semester. For the target group, the researcher selected four short stories as study materials and examined if there were any changes in the students’ communicative abilities.
The study was conducted at K University located in South Korea for the freshmen enrolled in “Academic English” course during the first semester of 2017.
For the target group, the researcher selected four short stories as study materials and examined if there were any changes in the students’ communicative abilities. The target students covered six reading units in the textbook and read four short stories during the semester.

데이터처리

Each test was composed of multiple-choice questions, short-answer questions, and short essays, which the researcher marked by 30 points. To compare the test results between the two groups, the researcher employed SPSS (ver. 19) for statistical analysis of the data, and to identify the statistical significance of the data, I also administered t-test.

참고문헌 (24)

T. Doyle. (2008). Helping students learn in learnercentered environment. Sterling, VA: Stylus Publishing, LLC. Print.
P. Falvey & P. Kennedy. (eds). (1997). Learning language through literature: a sourcebook for teachers of English in Hong Kong. Hong Kong: Nordia Printing Co. Ltd. 135-46.
M. Huh & J. Kim. (2004). The use of literature in the L2 writing course. English Language Teaching 16.1, 257-77.
C. Savvidou. (2004). An integrated approach to teaching literature in the EFL classroom. The Internet TESL Journal X(12). http://iteslj.org/ Techniques/Savvidou-Literature.html
M. Choi. (2017). Convergence study about awareness toward communication, communication ability and self-efficacy : centered on the 'S' university college students. Journal of Convergence for Information Technology 7.6, 79-87.
G. Lazar. (1993). Literature and language teaching: a guide for teachers and trainers. Cambridge: Cambridge University Press.
C. J. Brumfit & R. A. Carter. (eds). (1986). Literature and language teaching. Oxford: Oxford University Press.
W. Delanoy. et al. (eds). (2015). Learning with literature in the EFL classroom. Frankfurt am Main: Peter Lang AG.
P. McIntosh & D. Warren. (eds). (2013). Creativity in the classroom: case studies in using the arts in teaching and learning in higher education. Bristol: Intellect Ltd.
L. Clandfield. (2003). Teaching materials: using literature in the EFL/ESL classroom. One Stop English. http: //www.onestopengl ish.com/methodology/methodology/teaching-materials/teaching-materials-using-literature-in-the-efl/-esl-classroom/146508.article
S. Kang. (2013). Reading English literature as a communicative activity. The Journal of Teaching English Literature 17.2, 5-22.
F. Yorke. (1986). Interpretative tasks applied to short stories. ELT Journal 40.4, 313-19.

상세보기
N. T. Thom. (2008). Using literary texts in language teaching. VNU Journal of Science, Foreign Languages 24, 120-26.
W. Tasneen. (2010). Literary texts in the language classroom: a study of teachers' and students' views at international schools in Bangkok. Asian EFL Journal (Special Issue) 12.4, 173-87.
G. Hall. (2015). Literature in language education. London: Palgrave Macmillan UK.
S. Blau. (2003). The literature workshop: teaching texts and their readers. Portsmouth NH: Heinemann.
H. Jeong. (2018). William Faulkner's Requiem for a Nun: Temple's moral growth. Journal of Convergence for Information Technology 8.1, 105-14.
K. Suh. (2017). Comparison of digital literature between South Korea and North America. Studies in English Language & Literature 43.4, 107-23.

상세보기
S. Kim. (2017). The effect of repeated reading on speaking and writing of adult EFL learners. Studies in English Language & Literature 43.4, 205-29. DOI : 10.21559/aellk.2017.43.4.011

상세보기
A. Wing-Bo Tso. (2014). Teaching short stories to students of English as a foreign language (EFL) at tertiary level. Journal of Language and Linguistic Studies 10.1, 111-17.
M. L. Zoreda. (2002). Teaching short science fiction stories in English as a foreign language in Mexico. ERIC. https://eric.ed.gov/?idED464511
O. S. Bartan. (2017). The effects of reading short stories in improving foreign language writing skills. Reading Matrix: An International Online Journal 17.1, 59-74.
S. Saha. (2014). Addressing the unaddressed: considering specific teaching context in exploiting short stories to teach language to EFL learners. Language in India 14.7, 528-45.
P. McIntosh & D. Warren. (eds). (2013). Creativity in the classroom: case studies in using the arts in teaching and learning in higher education. Bristol: Intellect Ltd.

표제어: PCR

동의어: Packet Collision Rate

용어 설명 출처 목록 (6)

용어 설명: PCR은 세균 특이성이 있는 primer를 이용하여 적은 수의 세균이 있을지라도 쉽게 검출할 수 있는 유용한 방법이며, 이를 이용하여 구강 내 치면세균막이나 타액에서 직접 세균을 검출할 수 있게 되었다[8].

내보내기 구분	파일저장 인쇄 메일전송
구성항목	기본정보 상세정보 관리번호, 논문명, 저널/프로시딩명, 저자 , 발행년, 권, 호, 시작페이지, 끝페이지, 발행기관 관리번호, 논문명, 대등논문명, 저자 , 저널/프로시딩명, 발행기관, 발행년, 발행언어, 권, 호, 시작페이지, 끝페이지, ISBN, ISSN, 주제분야, 키워드, 초록(한글), 초록(영문), 저자(소속기관)
저장형식	Text(ASCII format) Excel format RefWorks Direct Export RIS format (for Reference Manager, ProCite, EndNote), Scholar's Aids, Mendeley
메일정보	받는사람 (필수) @ 보내는사람 (선택) @ 제목 내용 KISTI 검색결과 이메일 서비스
안내	총 건의 자료가 검색되었습니다. 다운받으실 자료의 인덱스를 입력하세요. (1-10,000) 검색결과의 순서대로 최대 10,000건 까지 다운로드가 가능합니다. 데이타가 많을 경우 속도가 느려질 수 있습니다.(최대 2~3분 소요) 다운로드 파일은 UTF-8 형태로 저장됩니다. 파일의 내용이 제대로 보이지 않을실 때는 웹브라우저 상단의 보기 -> 인코딩 -> 자동선택 여부를 확인하십시오. ~ Text(ASCII format) Excel format

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