아동문학을 활용한 장르별 글쓰기 독후활동이 초등영어 학습자의 읽기·쓰기에 미치는 영향 (The Influence of using children’s literature for genre-based post-reading writing activities on reading and writing skills of elementary school English learners)

서지정보

· 발행기관 : 팬코리아영어교육학회
· 수록지 정보 : 영어교육연구 / 36권 / 1호 / 59 ~ 81페이지
· 저자명 : 송경진, 김정덕

초록

This study examines the efficacy of integrating children’s literature into genre-based writing instruction for elementary school English learners. Six fourth-grade students participated in genre-specific writing activities using children’s literature over a three-week period. Data collection included writing assignments, surveys, interviews, and pre- and post-English assessments. Results indicated significant improvements in reading comprehension and writing skills. Specifically, employing well-designed questioning techniques and post-reading activities positively influenced comprehension. By engaging students in thoughtful discussions and reflective exercises following their reading sessions, educators could effectively deepen their understanding of the text and its themes. Additionally, students benefited from genre-specific writing tasks, as they activated existing cognitive frameworks, resulting in more coherent and structured written compositions. Through various writing genres, inspired by children’s literature, students were able to apply their understanding of narrative structures, language features, and textual conventions to their own writing. The study highlights the pedagogical importance of integrating children’s literature into genre-based writing instruction, emphasizing the need for scaffolding to enhance reading comprehension and considering student interests when selecting literature. It also stresses the value of strategies to promote student expression

영어초록

This study examines the efficacy of integrating children’s literature into genre-based writing instruction for elementary school English learners. Six fourth-grade students participated in genre-specific writing activities using children’s literature over a three-week period. Data collection included writing assignments, surveys, interviews, and pre- and post-English assessments. Results indicated significant improvements in reading comprehension and writing skills. Specifically, employing well-designed questioning techniques and post-reading activities positively influenced comprehension. By engaging students in thoughtful discussions and reflective exercises following their reading sessions, educators could effectively deepen their understanding of the text and its themes. Additionally, students benefited from genre-specific writing tasks, as they activated existing cognitive frameworks, resulting in more coherent and structured written compositions. Through various writing genres, inspired by children’s literature, students were able to apply their understanding of narrative structures, language features, and textual conventions to their own writing. The study highlights the pedagogical importance of integrating children’s literature into genre-based writing instruction, emphasizing the need for scaffolding to enhance reading comprehension and considering student interests when selecting literature. It also stresses the value of strategies to promote student expression

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