영어 지속적 묵동 활동이 읽기 이해도와 속도에 미치는 영향

서지정보

· 발행기관 : 이화여자대학교 교과교육연구소
· 수록지 정보 : 교과교육학연구 / 19권 / 4호
· 저자명 : 전은실

목차

I. 연구의 필요성 및 목적
II. 이론적 배경
III. 연구 내용 및 방법
IV. 연구결과
V. 결론 및 제언
참고문헌

초록

지속적 묵독(sustained silent reading)은수업시간에일정한시간을할애하여 학생들이꾸준히
자율적으로읽는활동으로서본연구의목적은 일반적인토익대비수업에지속적묵독활동을병
행하여실시할때학생들의읽기이해도와속도에어떤영향을주는지조사하고또한학생들이선택
하여읽은영어텍스트에대하여흥미도와난이도면에서어떤반응을보이는지알아보고자하였다.
이를위하여대학의토익관련과목한학기동안한분반의학생들은일반적인문제풀이,어휘,문
법설명위주의교수자중심수업으로진행하였고같은과목의다른분반학생들은매주수업시간
에15분에서20분정도의시간을할애하여지속적묵독활동을병행하였다.읽기자료로는영어학
습용읽기교재에서연구자의판단에학생들이흥미있게읽을수있는평균500단어정도의텍스트
를선택하여활용하였다.
학기초와학기말에읽기이해도와문제풀이속도,읽기속도를측정한결과읽기이해도와문제
풀이속도 면에서는 실험반과통제반모두사후에유의한향상을보여주었고그향상의정도는통
제반에비하여실험반에서더높게나타났다. 읽기속도면에서는지속적묵독을시행한실험반의
경우에는학기말에읽기속도가향상을되었고일반적인토익대비수업을한통제반은통계적으로
유의한향상을보여주지않았다.그러나 읽기속도향상의정도가실험반과통제반사이에유의한
차이는없었다.그리고학생들이느끼는텍스트의흥미도와난이도사이에는어느정도의상관관계
가존재하였다.

영어초록

Sustained silent reading (SSR) is usually defined as a students’ silent reading activity
conducted in the fixed period of time in class. The main purpose of this study was to
investigate the effect of SSR which was applied in TOEIC instruction in the college classroom
to see the effect on the students' reading speed and reading comprehension. For one semester,
the control group class consisted of traditional TOEIC practices, and the students of the
experimental group, besides their regular TOEIC practices, read texts (about 500 words on
average) from various English reading materials for 15 to 20 minutes on their own every class
for one semester and filled in the activity sheets on which they marked the level of text interest
and difficulty.
The students' English reading comprehension and reading speed was measured twice, at the
beginning and the end of the semester. The data showed that SSR class showed more
improvement in terms of reading comprehension than the control class, but not in reading
speed. However, the students of the SSR class answered more items in post reading
comprehension test than the students of the control class. As for the students' responses to the
texts’ interest and difficulty, it seemed that the easier the text was, the more interested the
students were. The text difficulty, which was measured by the readability index that calculates
text difficulty, was similar compared with the difficulty perceived by the students.

참고자료

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