영어 읽기의 목적은 영어 문장을 올바르게 이해하여 글이 전달하는 내 용을 빨리 이해하고 더 나아가 영문을 통해 폭넓은 가치관과 세계관을 형성하는 것이라고 할 수 있다. 오늘날 학교 영어 읽기 수업에서는 아직 도 문법 번역식 수업에 치중하고 있는 것이 사실이다. 이 방법은 영어 읽기의 본래 목적인 전체 글의 내용을 이해하는데 초점을 두지 않고 문 장 하나하나에 매달려 문법적으로 분석하는데 중점을 두기 때문에 학생 들로 하여금 흥미를 잃게 하고 전체 글의 내용을 이해하는데 많은 시간 을 소비하는 단점이 있다.
본 연구는 이러한 단점을 해결할 수 있는 방법으로 어휘지도와 앞에서 부터 읽기 지도를 제시하고 그 효과를 검증하는 것이었다. 관찰일지를 통한 실험반과 비교반의 반응태도를 보면 다음과 같다. 기존의 암기식 어휘 지도와 우리말 어순에 근거한 뒤에서부터 읽기에 익숙한 비교반 학 생들은 영어 읽기에 대한 지루함을 나타내며 질문을 하지 않고 전체적으 로 산만한 분위기를 나타냈다. 그러나 어휘지도와 앞에서부터 읽기를 지 도 받은 실험반 학생들은 학습 의욕을 갖게 되어 적극적인 수업참여를 보이며 활발한 분위기를 나타냈다. 이것은 두 방법이 학생들의 영어 읽 기에 효과적이었다는 것을 보여주는 것이라고 말할 수 있다.
둘째로 이해력 평가의 결과를 보자. 실험반의 성적이 비교반의 성적보 다 더 우수하며 실험반은 사전평가시보다 성적이 많이 향상되었음을 알
수 있다. 반면에 비교반은 사전평가시보다 성적이 거의 차이가 없으며 5 차에 걸친 평균은 사전평가시보다 떨어졌음을 알 수 있다. 이것은 두 지 도 방법의 효과를 수치적으로 보여주는 것이라고 할 수 있다. 즉 실험반 의 학생들은 3차시를 제외하고 꾸준히 향상되고 있음을 알 수 있다. 비 교반은 사전 평가와 비교해서 1차시만 성적이 향상되고 2차시 부터는 성 적이 하락하고 있음을 볼 수 있다. 개인별 평균의 변화를 보더라도 실험 반에서는 6명의 학생이 사전 평가보다 개인 평균이 향상됨을 나타냈다.
반면에 비교반은 3명의 학생만 향상됨을 보여 주었다.
면담지 결과를 보면 실험반과 비교반의 학생들이 비슷한 반응을 보였 다. 영어 읽기에 대한 흥미도는 두 반 모두 긍정적인 반응을 보였고 영 어 교과서에 대한 흥미도에서는 모두 부정적인 반응을 보였다. 어휘 학 습에 대한 관심도에서는 모두 높은 긍정적인 관심을 보였다. 앞에서부터 읽기에 대한 경험에서는 모두 부정적인 반응을 보였는데 이것은 학교 현 장에서 아직도 뒤에서부터 읽기를 강조하는 것을 입증하는 것으로 말할 수 있다. 앞에서부터 읽기를 통한 영어 읽기 향상 기대감부분은 실험반 에서 높은 긍정적인 반응을 보였는데 그것은 이 방법에 대해 매우 효과 적이라는 것을 학생 스스로 인정하는 것이라고 말할 수 있다.
이 연구를 통해 어휘지도와 앞에서부터 읽기에 대한 효과가 매우 긍정 적인 것으로 증명되었다. 그러나 본 실험연구에는 다음과 같은 제한점이 있다. 첫째, 20명이라는 적은 수의 학생들을 대상으로 했기 때문에 연구 결과를 일반화하기 어렵다는 점이 있다. 둘째, 검사 자료의 신뢰도와 타 당도에 대한 엄밀한 검정절차를 거치지 않았다는 점이 있다. 셋째, 연구
의 결과가 다를 요인의 개입이 없는 순전히 연구지도의 결과라는 것을 입증하기 어렵다는 점이다.
앞으로 이러한 제한점을 보완한 비슷한 연구들이 많이 이루어지기를 기대하며, 아울러 본 연구에서 다룬 어휘지도와 앞에서부터 읽기 방법이 학교 현장에서 널리 이용되어 학생들의 읽기 실력을 향상시키는데 도움 이 되었으면 한다.
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A b stract
A Study on Effective Reading Skills
- focused on English textbooks for the third grade students in middle school
-Lee, Young-cheon
Major in English Education Graduate School of Education Kookmin University
It is generally agreed that the ideal reading comprehension is to understand the information needed to the reader as fast as possible.
However, English teaching has been mainly dominated by Grammer -Translation Method which makes teachers pay attention to grammatical explanation and translation for past years. English teachers have not given careful attention to the development of systematic methods of skills to facilitate reading comprehension abulity.
The purpose of this study was to determine whether a higher level of reading comprehension of English would be achieved when Korean students were treated with two reading skills : Vocabulary and Progressive Reading.
Two groups, ten middle school students in each, were selected
through a pre-test at a private school academic institute in Shinnae-dong, Seoul. The experimental group was taught by the skills of Vocabulary and Progressive Reading, while the control group by the Grammar-Translation Method for the six-week period.
Comprehension Tests were taken every week. It is hypothesized that the teaching methods of Vocabulary and Progressive Reading, versus the Grammar-Translation Method, would yield a higher level of reading achievement. The results of comprehension tests showed that the experimental group scored significantly higher than the control group. They suggest that two reading skills used in this study can be a useful tool for English teachers of Korea to facilitate students' reading comprehension.
Two reading skills - Vocabulary and Progressive Reading - will be helpful in teaching reading comprehension in case they are used and applied adequately and systematically according to the level of learners. This area of teaching reading in English demands further and persistent study especially on the second skill, Progressive Reading , as the results of the study are against the general agreement that translating a foreign language does not do any good for reading comprehension.
【 부록 1 】 사전 평가 문제지
Have you ever heard of Albert Schweitzer(1875∼1965)? When he was young, he heard that many people in Africa were dying ㉠ they had no doctors. So ㉡ he decided to help these poor people. He entered medical school and became a doctor.
But when he was ready to go to Africa, his friends advised him not to go to Africa, his friends advised him not to go. A friend of his said, "If I were you, ___________________. It's not safe to stay in Africa. You'd better work here." But he went to Africa, built a hospital, and took care of sick people.
1. 내용상 글의 빈칸에 알맞은 것은?
① I would go there
② I wouldn't go there
③ I could go there
④ I must go there
⑤ I didn't have to go there
2. He decided to become a doctor ____________.
① to make a lot of money
② to receive the Nobel Peace Prize
③ to be more famous than others
④ to help the sick people of Africa
⑤ to stay healthy
4. 윗글의 내용과 일치하지 않는 것은?
① When Schweitzer was young, many Africans were dying.
② Many doctors were working in Africa.
③ Schweitzer wanted to help poor Africans.
④ Schweitzer's friends didn't want him to go to Africa.
⑤ Schweitzer didn't give up going to Africa.
he decided he _____ _____ these poor people.
7. 윗글의 내용과 일치하는 것은?
① There were many doctors in Africa.
② Schweitzer's friends thought that staying in Africa was dangerous.
③ Schweitzer didn't go to Africa.
④ Schweitzer's friends wanted Schweitzer to go to Africa.
⑤ Schweitzer's friends asked him to build a hospital in Africa
But when he was ready to go to Africa, his friends advised him not to go. A friend of his said, "If I were you, I wouldn't go there. It's not safe to stay in Africa.
You'd better work here." But he went to Africa, built a hospital, and took care of sick people. He devoted his life to helping ⓐthe sick. He received the Nobel Peace Prize in 1962. To
Schweizer, nothing was more important in his life than helping the sick people of Africa.
8.윗글의 밑줄 친 ⓐ와 뜻이 같은 두 단어 를 윗글에서 찾아 쓰시오.
9.Why did his friends advise him not to go to Africa?
10.What was the most important thing to Schweitzer?
① Helping the sick people of Africa.
② Receiving the Nobel Prize.
③ Building a hospital in Africa.
④ Going to Africa.
⑤ Being famous.
If the suddenly ⓐ go out. it would stop producing light and heat. There would be no sunshine. Only everlasting night. no heat would get ⓑ____ very quickly. But there is no need to worry about ⓒthis.
The sun will shine for ⓓ50 billion years more.
Today there are ⓐ cars around us. Cars use a lot of energy and give out smoke. Air pollution has become a serious problem everywhere. If we drive ⓑ cars and ride ⓒ bicycles, we can save energy and keep the air clean.
15. 빈칸 ⓐ, ⓑ, ⓒ에 들어갈 말이 바르게 짝지어진 것은?
① a lot of - fewer - more
② a lot of - more - more
③ a lot of - few - many
16. 윗 글의 내용으로 알 수 없는 것은?
① A bike keeps the air clean.
② A bike saves energy.
③ Riding a bike is fun.
④ Smoke is given out by cars.
⑤ The use of many cars has brought us a serious problem.
Most of Greenland looks ⓐ , and is far from ⓑ . Greenland is mostly covered with ice and snow. Only the coast is green. Greenland got its
name ⓒ when Europeans
reached it, they saw green grass first.
17. 빈칸 ⓐ, ⓑ 에 들어갈 말이 순서대로
19. How did Greenland get its name?
① Because it is all covered with green grass.
② Because Europeans saw green grass first when they got to Greenland.
③ Because all of it looks green.
④ Because there are always ice and snow on the mountains in Greenland.
⑤ Because all of it is far from green.
We can see rainbows at night. Moonlight will produce a rainbow if it falls on some rain, ⓐ just as sunlight does during the day. But a rainbow in the night sky is
very ⓑ , and you can not make out any colors in it. It looks ⓒ a faint white bow in the sky.
20. 밑줄 친 ⓐ의 뜻으로 알맞은 것은?
23. Choose two things that are necessary to make rainbows.
① Moonlight and rain
② Sky and bow
③ Sunlight and moonlight
④ Heat and moonlight
⑤ Stars and rain
When the first computer appeared, they filled very large rooms. They cost millions of dollars. Computers are now very cheap, so many people can afford to buy them. Well now, what can a computer do?
24. When computers appeared first,
① they cost less than today
② they could not help scientists work out problems.
③ they were very large in size.
④ they cost as much as today.
⑤ they were so small that people could carry them in their bags.
25. 윗글 바로 다음에 올 내용으로 알맞은 것은?
① 컴퓨터의 역사
② 컴퓨터의 기능
③ 컴퓨터의 구입 요령
④ 컴퓨터의 가격
⑤ 컴퓨터의 취급시 주의 사항
【 부록 2 】이해력 평가 시험지 1
Sometimes you want to get in touch
ⓐ someone you haven't seen for a while. What will you do if he lives far away? You can ⓑ , and he will write back to you. We can do so ⓒ we have a very good writing system. We have been using Han-g u˘l for over five hundred years. It's one of the best writing systems in the world.
1. 빈칸 ⓐ에 알맞은 전치사는?
⑤ write a letter
3. 빈칸 ⓒ에 알맞은 접속사는?
① that ② when ③ but
④ and ⑤ because
4. 윗 글의 중심소재로 알맞은 것은?
① Writing letters
② A writing system
③ History of Han-g u˘l
④ Friends
⑤ Tradition
About 3,500 years ago, ⓐ the Semites made the root of the alphabet. They invented 22 sound symbols.
Before long, the Phoenicians also began to use the same symbols. They lived near
the Semites. They were sea merchants who sailed to many parts of the world.
As a result, they spread this writing system to people of other nations.
The Greeks added two more letters, and these 24 alphabet letters were used by the Romans. The Romans also
The Greeks added two more letters, and these 24 alphabet letters were used by the Romans. The Romans also