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Literature and Readability 문학과 가독성

Teaching English Literary Texts In the EFL/ESL Classroom2.Literature and Readability: Bridging the Gap in Foreign Language ReadingRENATE A.SCHULAUniversity of ArizonaIntroduction : The transition from learning to read to reading to learning is one of the major problems in foreign-Language pedagogy. Yet, many educators agree that reading is probably the longest retained skill; moreover, unlike speaking, reading can be developed to a relatively sophisticated level rather early.▶Then what is the definition of reading?Reading:” the ability to deduce the core meaning of each word.This definition emphasizes “extensive reading” or reading for global comprehension, rather than “intensive reading,” where the student is expected to know or translate each word and grammatical structure.(Beatie)Generally speaking, the introduction of literary texts presupposes a certain mastery of both the language and the reading skill per see. Psychologists and psycholinguists have not yet been able to tell us mess of four stages.Sampling from the textPredictingTesting predictions against semantic context and situational constraintsConfirming or disconfirming meaning before starting the cycle answer with a new sample.Schulz(1982): through careful selection of literary texts according to their linguistic difficulty we can avoid “frustrational” reading in foreign language and increase the comprehension, appreciation, and enjoyment of literature.We cannot advocate that foreign-language learners should be exposed to so-called “authentic” texts in unedited form, indiscriminately chosen without regard to linguistic difficulty, before they can approximate the level of linguistic difficulty, before they can approximate the level of linguistic and emotional maturity of the group of native speakers for whom the original prose was written. I insist that all texts need to be examined critically for their comprehension difficulty for the learners for whom they are intended.▶ Two basic questions must be asdifferential scale.《Four main dimensions》Text simplicity and use of common wordsVisible external organizational structure and logical internal sequence of textLength of text and concentration, conciseness of essential informationInterest stimulatorsCloze- procedure testingThe cloze procedure, while now widely used as a test reading comprehension and general language proficiency, originated as a test of readability. “Close” is derived from “closure” a term used in Gestalt psychology.One additional factor might make the cloze procedure inappropriate for determining readability. A cloze test is not strictly a test of reading comprehension. It measures not just recognition and contextual inference; it tests active recall and language production –which are not absolutely necessary for meaningful reading.Statistical Readability DevicesResearch indicated that two major factors affect the linguistic difficulty of a written text.(1) Semantic Complexity(2) Word difficulty▶Three of the most widele the adjusted score is equal to the raw score.ScoreNotes4.9 or lowereasily understood by an average 4th-grade student or lower5.0–5.9easily understood by an average 5th or 6th-grade student6.0–6.9easily understood by an average 7th or 8th-grade student7.0–7.9easily understood by an average 9th or 10th-grade student8.0–8.9easily understood by an average 11th or 12th-grade student9.0–9.9easily understood by an average 13th to 15th-grade (college) student10.0 or highereasily understood by an average college graduateC. Fry Readability Graph.The Fry readability formula (or Fry readability graph) is a HYPERLINK "http://en.wikipedia.org/wiki/Readability" o "Readability" readability Hyperlink "http://en.wikipedia.org/wiki/Meter_(poetry)" o "Meter (poetry)" metric for Hyperlink "http://en.wikipedia.org/wiki/English_language" o "English language" English texts, developed by Edward Fry.The Hyperlink "http://en.wikipedia.org/wiki/Grade_level" l "United_States_and_Canada" o "Grade level" gradrs that “it would somehow be sacrilegious to apply something as ‘cold’ and objective as statistics to apply something as subjective and ‘alive’ as literature.Chapman experimented with seven factors affecting readability of intermediate German texts for native English-speaking students : format/text length, new-word density, sentence length, style of expression, plot organization, interest, and idea density.CONCLUSIONLinguistic complexity of a work of literature affects accessibility, comprehensibility, and enjoyability on the part of the reader, and educators should look carefully at this factor before selecting literary texts for under-graduate foreign-language instruction. Literary texts employed in foreign-language instruction. Literary texts employed in foreign-language courses serve as pedagogical tools for teaching language and critical analysis of language and ideas. They become useless- and indeed destructive.Classroom teachers need a procedure which permits them to make reason

교육학| 2017.04.18| 4페이지| 1,000원| 조회(84)

문학, 영어교육, 가독성, Literature and Reada

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문학 작품과 시를 활용한 수업 지도방안

문학 작품과 시를 활용한 수업 지도방안교육대학원영어교육 전공목 차I. 서 론II. 이론적 배경2.1 의사소통 중심 교수법과 그 의의2.2 과업 기반 지도2.3 영어문학 텍스트의 활용III. 시를 활용한 총체적 학습지도안3.1시를 활용한 학습 방법 제시3.2시를 활용한 학습지도안IV .문학작품을 활용한 총체적 학습지도안4.1문학작품을 활용한 학습지도안4.2학생들을 위한 한영 소설대조V. 요약 및 결론[Appendix 1] Hand-out 1[Appendix 2] Hand-out 2[Appendix 3] Hand-out 3[Appendix 4] Hand-out 4I. 서 론지금의 현대사회에서 영어가 세계 제일의 공용어임은 부정할 수 없으며 문화 팽창주의로 인한 강대국의 원리로 세계 각국에서는 여전히 영어를 제2외국어로 채택하고 있다.이러한 세계 시장의 원리에 따르기 위해, 영어를 능통하게 구사하고, 그것을 가르칠 수 있다는 것은 행복한 일이라 생각되어진다. 21세기의 영어교육의 목적과 그에 알맞은 접근법은 의사소통 중심의 교육이다.외국어로 의사소통을 할 때 풍부한 어휘력과 표현력이 선행되어야 하는데 이를 위해 효과적인 지도방법이 필요한 것이 분명하다. 영어를 제2외국어로써 교육을 할 때 총체적 언어접근법에 맞는 총체적 교재로 지도하면 가장 효과적인 의사소통 중심의 교육이 될 것으로 생각된다. 의사소통 중심의 교육을 위해 학생들을 언어를 배우는 과정 속으로 이끌어 들이기 위해 시와 소설을 이용한 학습지도안을 제시하고자 한다.II. 이론적 배경본 장에서는 문학과 시를 활용한 학습방법 제시에 앞서 지난 수십 년간 인간의 언어학습과 제2언어 습득에 가장 효과적으로 판단되어지는 의사소통 중심교수 법과 총체적 언어 접근법에 대해 언급하고자 한다.2.1 의사소통 중심 교수법과 그 의의최근에 많은 연구가 있었던 의사소통 중심 교수법(communicative language teaching:CLT)을 위해 학자들은 의사소통 능력을 정의하고 재정립해 왔으며(Savigon,2005)도 가정에서 태어나 일생 동안 외부세계와 담을 쌓고 지냈다.에머스트에서 고등학교를 마친뒤 마운트 홀리요크 신학대학에 입학했으나 1년만에 중퇴하고 시 쓰는 일에 전념하며 평생 독신으로 지냈다. 그녀의 사랑이 실연으로 끝나자 그녀의 시적 재능은 둑을 터뜨린 봇물처럼 넘처 흘렀다. 그러나 그녀가 쓴 시 1775편 가운데 생전에 발표된 것은 단 7편에 불과하다.그녀의 시는 자연과 사랑 외에도 퓨리터니즘을 배경으로 한 죽음과 영원 등의 주제를 많이 다루고 있다. 운율에서나 문법에서나 파격적이었기에 19세기에는 인정받지 못하였으나 20세기에 들어와서 이미지즘과 형이상학적 시의 유행과 더불어 높이 평가 받게 되었다.I'm NobodyBy Emily Dickinson (1830–1886), Complete Poems (1924)I'm nobody! Who are you?Are you nobody, too?Then there's a pair of us -don't tell!They'd banish us, you know.How dreary to be somebody!How public, like a frogTo tell your name the livelong dayTo an admiring bog!난 무명인이요난 무명인이오, 당신은 누구죠?당신도 무명인?그럼 우린 같은 처지로군요!입다물고 있읍시다. 사람들에게 쫒겨날라.정말 얼마나 끔찍해요--유명인이 된다는 건정말 얼마나 요란해요--개구리마냥긴긴 유월을 찬양하는 늪을 향해개골개골 제 이름 외쳐대니3.2시를 활용한 학습지도안Lesson plan A - Emily Dickinson Poem “I'm Nobody”ESL Lesson Plan using Educational Poems for StudentsObjectives: By the end of the lesson students will learn to:1.Analyze a narrative poem structure to develop students' fluency2.tStudentsCharlie and the Chocolate factory -“The End of Greed”Objectives: By the end of the lesson students will learn to:Analyze a narrative story structureIdentify terms and concepts that serve the basis for the movieSynthesize literary/visual concepts into a structured essaySegmentWhat and How?Describe ActivitiesMaterialsMultipleIntelligenceTime1.Warm up and/or reviewAn activity that a) uses previously learned content to begin a new lesson, b)and explain the theme of today’s class. Ask students whether they have seen “Charlie and the Chocolate factory”Show pictures of books written by Roald Dahl. Also show the poster of the moviePictures/PosterVisual5min2. IntroductionIntroduce the movie to the students .Show the movie “Charlie and the Chocolate factory”. Show a short 3 min video clip from the movie with English subtitles. Show them again without subtitlesPass out hand-outs with the English /Korean subtitles. One per student.Computer,TV with DVD Overhead projectorVisualVerbal5min3. Ptato. Crispy skin and butter.Violet' Mother : Keep chewing. My little girl's gonna be the first person to have a chewing-gum meal.Willy Wonka : Yeah. I'm just a little concerned about the--Violet : Blueberry pie and ice cream!Willy Wonka : That part.Veruca : What's happening to her nose?Violet : Mother? What's happening to me?Joe : She's swelling up.Charlie : Like a blueberry.Willy Wonka : I've tried it on, like, 20 one of each Oompa-Loompas, and each one ended up as a blueberry. It's just weird.Veruca : Daddy, I want a squirrel. Get me one of those squirrels. I want one.Veruca's Father : Veruca, dear, you have many marvelous pets.Veruca : All I've got at home is one pony and two dogs and four cats and six bunny rabbits...and two parakeets and three canaries and a green parrot and a turtle...and a silly old hamster. I want a squirrel!Veruca's Father : All right, pet. Daddy will get you a squirrel as soon as he possibly can.Veruca : But I don't want any old squirrel, I want a trained sq만 그 누구도 공장을 드나 드는 사람을 본 적이 없는 비밀의 공간이다 그 비밀의 공간에 초코바에서 찾은5장의 황금티켓을 발견한 어린이들만이 초대되어진다.세계 모든 아이들이 그토록 가지고 싶어했던 황금티켓! 웡카의 초콜릿 공장에 들어간 찰리는 눈앞에 펼쳐지는 놀라운 광경들에 입을 다물지 못한다. 한쪽엔 초콜릿 폭포가 흐르고 그 옆에선 쾌활한 움파 룸파 족들이 거대한 초콜릿 과자 산에 삽질을 하거나, 용머리 모양을 한 설탕 보트를 타고 초콜릿 강을 건너간다. 초콜릿 강가에는 꽈배기 사탕이 열리는 나무와 민트 설탕 풀이 자라고 있고 덤불 속에선 머쉬멜로우 체리크림이 익어간다. 한편, 찰리를 제외한 다른 네 명은 웡카의 놀라운 발명품들에는 관심도 없고 한결같이 욕심과 이기심, 승부욕과 과시욕에 눈이 멀어 자꾸만 문제를 일으키는데 ……★ Main Characters★ Useful Expressions1. What's happening to~?~에게 무슨 일이 일어나니~2. Swell up부풀어 오르다3. Must be~~임에 틀림이 없다4. World-record holder세계 기록 보유자5. I'd rather you didn't.~ 하지 않았으면 좋겠다.6. Concerned about~~에 대해 걱정하다7. Try it on~를 시도하다, ~를 입어보다8. lt sounds like~~처럼 들리다9. Running down타고 흘러내려 가다10. You'd better~~하는 것이 낫겠다11. Weird이상하다12. Slow down천천히 가다13. Ended up결국 (어떤 처지에) 처하게 되다14. As A as BA가 B만큼 ~하다15. As soon as possible(너가 할 수 있는 한 가능한 빨리,ASAP)16. Being unreasonable도리에 벗어나다17. Find the key해결책을 찾다, 열쇠를 찾다18. Name your price.값을 말하다19. After all결국[Appendix 2] Hand-out 2[Appendix 3]12 ~

교육학| 2017.04.18| 15페이지| 1,500원| 조회(269)

시, 문학작품, 영어교육, 의사소통 중심 교수법, 문학 작품과 시를 활용한 수업..

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토익스피킹고득점어휘 평가A+최고예요

★일상 생활★ Accomplish 성취하다, 달성하다 Enthusiastic /passionate 열정적인 On a regular basis 규칙적으로/tedious 지겨운 over and over again 계속해서 full of joy 행복으로 가득 차다 lightens me up 기분을 좋게 한다 luckily enough 운 좋게도 push themselves to the limit 최선을 다하다 appreciate 진가를 인정하다

인문/어학| 2017.04.18| 2페이지| 1,000원| 조회(637)

토익스피킹, 레벨7, 레벨6, 토익스피킹고득점, 고득점어휘목록, 에스더영어, 에스더..

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영어회화 발음교정

유형별기출문제Part1 MASTER 4~8 TOEIC Speaking 5 Question 1of 11 Today, we are proud to have David Hicks, who has been a renowned celebrity shoe designer for more than 30 years and his transitional designs combine his knowledge of vintage clothing, fashion history, and modern ashion sensibility. His talk tonight is called “This spring’s Hot line of designer’s women’s shoes.” Please join me in welcoming Mr. Hicks. 1. F/P 구분하기 - 마찰음(Fricatives) F와 파열음(plosives)의 P

인문/어학| 2017.04.18| 2페이지| 1,000원| 조회(79)

영어발음, 언어교육, 영어회화, 영어교육, 음운론, 음성학, 유창성, 발음교정, 영어발..

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영어회화 대본

Love StoryAmy,Lucy, Clark.C Monologue : Once upon on time, there lived Lucy, Clark and Amy. Clark has dated Lucy for 2 years but Lucy seems that she doesn’t love him anymore.Situation 1 (At the park)A: Why are you so late? And what is this? (picks on his clothes)B: I’m very sorry! But it’s only 2 minuets late…A: Enough !B: By the way what’s wrong with my clothes?A: It’s old fashioned! You look dirty! (actions - smelly)B: (해맑게) Oh ! This one ! You gave me as my birthday present last year. Remember ?A: No excuses ! Follow me!Situation2 ( In lotte department store)A: Oh my my ! Look at that handbag! Can you see it? Channel bag !!B: We are already late for our movie! Come on~A: What? Movie it not important! Are you ignoring me? I’m going home!B: Sorry my sweetheart, the thing is .. I don’t have enough money.A: I’m so disappointed. I’m done with you!B: (on his knees)Please give me a chance. I’m very sorry!The thing is .. after I gave a present to you yesterday, Louis Vuitton bag you wanted?Because I spent 3 months salary for it I don’t have enough money left.A: So what?Situation3 ( In a café)C: Hey, what’s up? My best friend~!A: (Ring ring) where are you? You should say sorry to me million times but what? You’re not calling? See you at my front door in 5 min.B: Sweetheart, I’m seeing someone you know that. I’m with Amy.A: Is her your girl friend? I am your GIRL FRIEND! Come here right now!B: Ok ok .. see you soon..( after 5 min, PPT)A: You are late 2 min again! Enough is enough! I’m, really done with you this time! Bye ! Forever!Situation 4 ( at a bar)B: Let’s grab a drink and catch up!C: What happned? You’re not seeing your girlfriend?B: Amy! I broke up with my girlfriend. She said she has someone else she loves, I feel so miserable, Why is she doing this to me.. ? Living is meaningless to me with out her.C: I feel sorry for you.. Call her and beg to give you just one more chance, huh?B: I better stop here, Hyperlink "http://endic.naver.com/popManager.nhn?m=search&query=this" This Hyperlink "http://endic.naver.com/popManager.nhn?m=search&query=affect" affects Hyperlink "http://endic.naver.com/popManager.nhn?m=search&query=my" my Hyperlink "http://endic.naver.com/popManager.nhn?m=search&query=dignity" dignity. she seems to be happy with the new guy he is in love with.C: Yea, your right. She’s not the only girl in this world? By the way she wasn’t that pretty besides she doesn’t love you anymore. I’ve waited until you guys brake up.B: Amy ? Do you like me?C: Yea, you idiot! I do like you my friend but I don’t love you.B: Anyway thanks Amy. Well, I better go home and take some rest.C: Ok, bye ~Take care Honey ~Situation5B sends text message that he will commit suicide.C: Hey! What the hell are you thinking? What’s wrong? Who made you like this? Is that important in your life? Why do you not care about me? You know that I’m in love with you! Please.B: What?C: Please ask me if I love you.B: Do you really love me? I’ve thought you were just kidding…C: Yes I do! I love you so much that I couldn’t live a day without you. Please stay with me and do not die. You are like my sunshine in my life. You know how I feel and please do not deny me.B: Are you sure? Even though I’m a guy like me?C: YES, Of course! What will you say to me?B: Well, you made my day, You rescued me. You are my lovee from today.After 3months..A: (Ring Ring Ring) Hello, lovee? Hope you are well honey.B: Hi, I’m fine thanks.A: Oh I see. Are you seeing someone else?B: To say frankly. Yes I am. I’m in love with Amy, she is jus gorgeous. Now I’ve found me true love.Why did you called me by the way?A: Well, I just called you to hear your voice. Can I go and meet you today? I really miss you.B: Sorry I can’t… Why are you doing this to me?A: I’m in front of your place, I’ll wait here until you meet me.. (call ends)A: Hey, finally you’re here.. How’s life? Good to see you..B: Well as I said, I’m deeply in love with my beloved Amy.A: I know that you like her and I know that I’m not supposed to say this, but I really regret why I broke up with you. You are the only person who I truly loved .. My greediness has ruined every thing. Please forgive me.. and come back..Monologue : My heart divided into two. One side I should keep my promise with Amy, I do love her and so is she. But on the other side, I’ve seen her at last, a girl a really loved, my first love. She Is know begging me to love her again.B: Actually, I thought a lot and ‘Yes’ I want to get back with you…A: Enough! I think I’ve just met a real live prince, stop whatever your doing. Shur..!B: Who is him?A: It’s you Tim!! Do you love me?

인문/어학| 2011.11.04| 4페이지| 2,000원| 조회(367)

연극, 영어회화, 대본, 영어회화대본, 영어드라마

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