Earticle

The purpose of this paper is to consider the possibility of integrating Extensive Reading (ER) with task-based language teaching (TBLT) in the Korean EFL classroom. The motivation for the study stems from the belief that learning to read extensively in a foreign language in the EFL context differs significantly from ESL settings; for example, students in ESL classrooms not only have more opportunities to be exposed to the target language in authentic contexts, but they also have easier access to a variety of reading materials and teachers usually have more flexibility in the curriculum to integrate ER in their lessons. However, ER is usually seen as a supplementary program in the EFL classroom and as a result, most students do not have an opportunity to participate in an ER program since most teachers place higher priority on the students’ immediate language learning needs or exam preparations. This paper seeks to find a balance between the ER approach and current language learning methods such as TBLT by arguing that it is possible to integrate the two into one in order to help EFL students to read extensively and improve their language skills.

본 연구의 목적은 원어민과 협력수업을 통한 다독 프로그램의 효과성을 검증하고다독프로그램이 학생들의 읽기능력 향상 및 학습 태도와 동기면에서 긍정적인 효과를 가져왔는지를 살펴보는데 있다. 다독 수업은 S 중학교 정규교육과정에서 1학년 38명을 대상으로 영어교과시간 중 한 주에 한 시간을 할애하여 총 4개월 동안이루어졌다. 첫째 주에 학생들은 한국인 교사와 주로 수업 중에 책을 읽는 묵독수업에 참여하였고 둘째 주에 원어민, 한국인 교사와 함께 다양한 읽기 후 활동에참여하였다. 본 연구자는 학생들의 읽기 능력과 읽기 태도 및 동기에 있어서의 변화를 살펴보기 위해 자료를 수집하였다. 실험 집단은 사전․사후 읽기능력 평가에서 읽기 능력의 향상도를 알아보기 위해 읽기 속도와 읽기 이해도를 검사 받았다. 아울러 정의적 영역의 변화를 알아보기 위해 사전․사후 설문을 통해 다독 프로그램이 학생들의 정의적 영역에 미친 영향을 살펴보았다. 분석 결과 학생들의 읽기속도와 이해도가 향상되었고 읽기 흥미와 자신감 측면에서도 긍정적인 효과를 가져왔다. 본 연구의 결과는 원어민 교사와 협력수업을 통한 다독 프로그램이 중학교 정규교육과정 안에서 효과적으로 적용될 수 있음을 보여준다. 아울러 효과적인 프로그램의 운영을 위해서는 무엇보다도 교사의 철저한 준비와 사전 계획이 필요하며 다독 프로그램이 일선 학교에서 실시될 수 있는 분위기가 조성된다면 원어민 교사와 협력수업을 통한 다독 프로그램은 우리나라와 같은 EFL 상황에서 비단 읽기 능력뿐만 아니라 의사소통능력을 향상시킬 수 있는 효과적인 지도 방안이 될 수 있을 것이다.

The purpose of this paper is to verify the effectiveness of the extensive reading program through co-teaching with a native English speaker and to determine whether the program improved the student's reading abilities and had positive effects on their attitudes and their motivation to learn. The extensive reading program was applied to 38 first graders in S middle school and was conducted over 4 months for one hour every week during the regular school curriculum. Students mainly read the book with the Korean teacher in the first week and then participated in various post-reading activities with a native English speaker and a Korean teacher in the second week. Reading speed tests, reading comprehension tests, pre-questionnaires, post-questionnaires, reading journals, and reading records were used to collect data. The data analysis showed that students' reading speed and comprehension improved. Additionally, their perception of the course indicated that their interest and confidence in English reading increased. Thus, the extensive reading program fostered learners' progress in reading development.

Kang, Sung-Kwan. (2016). Development of teaching and learning models and analyses of learning achievement in extensive reading. The Linguistic Association of Korea Journal 24(1), 131-150. The purpose of the study is to prove efficiency of extensive reading with two suggested teaching and learning models and present analyses of learning achievement. Two groups were selected; the 1st group of 20 college students focusing on word-definition-and-grammar and 2nd group of 20 focusing on following-events-and-the-story-line in the story. After the applications of the models for the study, each group was given an achievement test of the five sections; Setting, Character, Dialogue, Plot and Vocabulary. The 2nd group achieved higher score in the average of the five sections. More specifically, the scores of the 2nd in Character, Dialogue, and Plot were statistically higher. However, the 1st group showed higher achievement in Vocabulary. Both groups did not show significant difference in Setting. Noticeably, the 2nd model showed more efficiency of learning in the study. On the basis of the findings, developing some teaching and learning models in extensive reading is necessary to benefit English learners.