Earticle

초록

영어

Extensive reading activities are believed to be an effective way of increasing literacy and language development. Although previous work focused on the relation between extensive reading and overall linguistic competence and learner attitudes, the perspectives of language learners toward the post activities of extensive reading have not been adequately addressed. The study reported in this article was conducted to illuminate how English major and non English major students at a university in South Korea positioned themselves with regards to the follow-up extensive reading activities. Through a recursive analysis of interview data, survey, field notes, and student journal entries, the findings demonstrated that although a majority of students positioned themselves as tolerant and competent when they engaged in extensive reading activities, they positioned themselves as less capable in the required post-reading tasks. In light of the findings, implications for extensive reading activities and roles of teachers are discussed.

목차

I. INTRODUCTION
 II. LITERATURE REVIEW
  1. Positioning Theory
  2. Extensive Reading
 III. METHOD
  1. Participants
  2. Classroom
  3. Data collection method
 IV. RESULTS
  1. Positive Attitudes Toward Extensive Reading
  2. Reflexive positioning : From information-seekers to anxious language users
  3. Reflexive Positioning : Confident member
 V. DISCUSSIONS AND IMPLICATIONS
 Works Cited
 Appendix
 Abstract

키워드

저자

• Ji-Hyun Byun [ 변지현 | 한남대학교 ]
• Hayriye Kayi-Aydar [ The University of Texas at Austin ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820