• 한국콘텐츠학회논문지
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• 제14권7호
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• pp.541-549
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• 2014

이 연구의 목적은 국내외에서 지역사회 공공 도서관과 연계하여 학생의 영어 문식성 발달을 지원한 사례를 분석하고 이를 토대로 향후 효율적인 지원 프로그램 개발 방안을 모색하는 것이다. 국내외 공공도서관 및 영어도서관 등에서 학생의 영어 문식성 발달을 지원해주고 있는 다양한 관련 프로그램 및 사례 수집을 통해 그 효용성 및 중요성에 대해 인식할 수 있게 되었다. 특히 국내외 다양한 사례들을 통해 학생들이 공공도서관에서 이뤄지는 영어 프로그램들을 활용하면서 영어 문식성 발달에 큰 도움을 받게 된다는 사실을 알 수 있었다. 그런 연유로 현행 지원 실태를 분석하여 학생들의 영어 문식성 교육의 기회를 지역 사회의 공공도서관과 연계하여 향후 보다 효율적인 지원이 이루어질 수 있도록 해야겠다는 시사점을 제안하고자 한다.

• 영어영문학
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• 제56권4호
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• pp.575-596
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• 2010

The modes of narratives and communication have expanded due to social and cultural changes and technological development. Thus texts have become multimodal and media hybridities and media crossover have been increasing as well. Multimodality requires new literacy to understand and interpret those multimodal texts other than existing traditional literacy approaches. The New London Group (2000) argues that multiliteracies are needed to serve today's changing multimodal texts. Kress (2003) also argues, visual texts have been prevailing, being mingled with other modes of texts such as linguistic, audio, gestural, and spatial modes. Literary texts are not exception in this trend of multimodality. The recent renaissance of comics, in particular, the new light on graphic novels can be interpreted in this historical vein. In comparison to comics, no consensus has been made in defining graphic novels, however, many studies have been recently conducted in order to look into the potential of graphic novels in building multiliteracies. In this paper, the graphic novel as a literary genre are explored from a histocial perspective and the definition of graphic novels was attempted to be made. In the light of multiliteracies, this paper presented cases that show how graphic novels can be utilized to build multiliteracies. Lastly, the use of graphic novels for English as a foreign language was introduced as well. The author hopes that at the age of multimodality, the potential graphic novels have in language and literacy education can be taken into account by language teachers and students in expanding their territory of literacy.

• 비교교육연구
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• 제28권2호
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• pp.97-121
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• 2018

미국에서 한국 이민자들의 수가 계속적으로 증가함에도 불구하고 이들의 문해력 발달에 대한 연구는 많지 않다 (Cole, Maddox, Lim, & Notari-Syverson, 2002; Scarcellar & Chin, 1993; Shin, 1994; Skilton-Sylvester, 2001; Yu, 1994). 또한 이러한 연구들 조차 한국어 문해력과 영어 문해력 사이의 뗄 수 없는 관계에 주목 하는 경우는 드물다. 따라서 본 연구는 한국인의 한국어 작문과 영어 작문에 대한 인식을 비교 연구함으로써 이들의 다언어간 문해력 발달을 살펴보고자 한다. 이를 위해 다양한 연령대의 한국인들을 대상으로 모국어와 영어 작문을 어떻게 배웠는가에 대해 면담을 진행하였다. 특히 어떤 기관과 사람들, 그리고 어떤 동기로 작문을 배웠는가에 집중하였다. 그 결과 본 연구의 피실험자들은 각각 한국적 상황에서 터득한 작문에 대한 개념을 미국적 상황에 맞추어 재정립하는 과정을 겪고 있는 것으로 나타났다. 앞으로 다언어간 작문에 대한 연구는 학습자들이 작문에 대해 부여하는 가치와 개념을 연구할 필요가 있으며 이를 통해 교육자들은 문해력 발달이라고 하는 것이 인생 전반에 걸쳐져 연장선 상에 위치하고 있음을 인식할 필요가 있겠다.

• 정보교육학회논문지
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• 제15권1호
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• pp.137-146
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• 2011

현재 초등학교에서는 이루어지는 영어 교육은 기본적인 의사소통 능력을 기르기 위해 언어의 4기능(듣기, 말하기, 읽기, 쓰기)을 통합적으로 사용할 수 있도록 내용이 구성되어 있다. 그러나 6학년 영어 쓰기 학습 내용의 구성을 보면, 영어 문장 쓰기 학습은 하고 있으나 단순히 문장 따라 쓰기, 단어 넣어 문장 완성하기 등으로 한정되어 있고, 영어 쓰기 학습을 할 시간이 절대적으로 부족하다. 또한, 학생들의 영어 쓰기 학습은 영어 단어 암기 학습으로 생각하여 영어 쓰기 학습에 대해 부정적인 생각을 가지고 있다. 이러한 문제점을 해결하기 위해 본 연구자는 웹을 기반으로 한 협동 영어 쓰기 학습 시스템을 개발하여 시간과 장소의 제약 없이 정규 수업 시간 외에 방과 후 시간 또는 가정에서 학습할 수 있도록 하였다. 또한, 학생들은 시스템을 활용해 자신의 생각을 영어로 표현하고, 동료들과의 협동학습을 통해 영어 쓰기 활동에 적극적으로 참여한 결과 영어 쓰기의 정의적 영역과 영어 쓰기 능력에 향상되었다.

• 지역사회간호학회지
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• 제26권4호
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• pp.330-341
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• 2015

Purpose: This study developed a self-report measure for easy assessing of the health literacy of Asian immigrant women in South Korea. Methods: After a literature review, focus group interviews, and content validity evaluation, 14 preliminary items were generated. These were translated into Chinese, Vietnamese, and English. Data were collected from 229 Asian immigrant women. Validity and reliability tests were conducted. Results: Factor analysis yielded final 10 items in three factors: primary functional and interactive health literacy, secondary functional and interactive health literacy, and critical health literacy, which explained 61.90% of the total variance of health literacy. In known-group comparisons, health literacy was significantly lower in recent immigrants, those with a low education level, and those with low Korean language proficiency. For convergent validity, health literacy was positively associated with health specific self-efficacy and maternal health knowledge. For criterion-related validity, health literacy was positively associated with the REALM-SF. The overall reliability coefficient (Cronbach's ${\alpha}$) of the instrument was .773. Conclusion: The Health Literacy Assessment Scale for Asian Immigrant Women (HLAS) represents a multidimensional construct which encompasses functional, interactive, and critical health literacy. This self-report HLAS can be a useful and convenient method for appraising the health literacy of Asian immigrant women.

• International Journal of Contents
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• 제13권4호
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• pp.63-69
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• 2017

The objective of this study was to investigate factors that could bring about successful implementation of extensive reading using online/offline blended English library system called 'Reading Gate' in primary and secondary schools. Although there are a great number of studies on effects of various extensive reading on linguistic, cognitive, and affective development, few studies have investigated how extensive reading programs can be implemented at large scale, e.g., whole school level. After analyzing students' reading levels in 200 schools using the same online extensive reading program called Reading Gate, results showed that while some schools were successful, others were not. Five primary and 13 middle schools were selected as successful schools. Data on implementation of the program of schools was gathered. Eighteen teachers and seven headteachers took part in the interview. After analyzing these data on the implementation of the extensive reading program, results revealed that the following five factors for successful implementation of blended extensive reading programs: online level-up system, teacher intervention, integration with the curriculum, school-level support, and parents' awareness of literacy. This suggests that each factor might have contributed to the successful implementation of the extensive reading program at large scale. Implications and applications of this finding are discussed in this study.

• Child Studies in Asia-Pacific Contexts
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• 제2권2호
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• pp.133-144
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• 2012

Research has shown that mothers' attitudes towards early English language and literacy learning are important for children's English language development. Some researchers have indicated that in Taiwan most parents have a positive attitude towards English instruction and are motivated to teach English at home to their preschoolers. There is, however, little current data available to explain the motivations behind such parents' decisions to teach English to their child in the home before the commencement of formal schooling. We conducted a thematic analysis of the written survey responses of 263 Taiwanese mothers who explained why they taught their preschool children English at home. The findings indicate that English is highly valued for children's school readiness, future career opportunities, and because of its status as a global language. The mothers' motivations for teaching English include the desire to cultivate the child's interest, a belief in 'the earlier the better" for second language learning, and a belief in the need to review and practice English. These findings have the potential to inform educational policies and implementation strategies, as they can reveal whether mothers' motivations align with national priorities for English language education.

• 영어어문교육
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• 제15권2호
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• pp.185-207
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• 2009

This study investigated the extent of informational text genre appeared in English textbooks at grades six, seven, and nine. Employing content analysis to analyze the literary forms, the researcher identified genre in each reading selection of each English textbook and classified it into six categories - fiction, information, biography, poetry, play, or fantasy. Especially, informational genre was classified further into two subcategories - non-narrative and narrative - in order to investigate the extent of non-narrative informational text only. The text genre was examined by analyzing (a) the number of reading selections representing each genre and (b) the number of words in reading selections devoted to each genre. The most frequent type of genre at grade 6 and 7 was fiction with 94% and 71% respectively, whereas at grade 9 it was devoted to information (51%), followed by fiction (37%). The largest number of words was devoted to fiction with 96% at the sixth grade and 70% at the seventh grade; on the other hand, for grade 9, it was devoted to information (46%), followed by fiction (39%). Although there was variance across different publishers, the informational text genre gained more significance as the grade level increased. In particular, the percentage of reading selections and words devoted to the non-narrative or expository informational genre was overall 4% at grade 6, 17% at grade 7, and 44% at grade 9. The findings demonstrated the need to pay more attention to informational literacy especially in the early grades for the development of balanced genre knowledge.

• 경영정보학연구
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• 제16권2호
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• pp.61-76
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• 2014

최근 사회적으로 문제가 되고 있는 것이 내신등급 및 수능의 불합리한 난이도 때문에 학생들이 시험에 대한 부정이 높아지고 심지어는 진학 실패로 인해 자살에까지 이르고 있다. 그만큼 수능 난이도 조정 실패와 교육 제도 불안으로 인한 사회적 문제로 인해 진학에 대한 관심이 높아지고 있다. 이러한 사회적 환경을 고려해, 본 교육용 게임을 착안하게 되었다. 즉, 진학소양평가 게임 서비스를 통해 온라인 모바일 게임을 하면서 대학에 진학을 할 수 있다. 진학소양평가 게임 서비스는 실제 대학에서 원하는 시험 즉, 수학, 영어, 과학, 논술 등의 다양한 시험을 온라인 게임, 모바일 게임을 통해 미리 접할 수 있다. 이를 위해 진학소양평가 게임 서비스에 대한 전반적인 개념과 특성 확립과 기존 연구의 한계점을 이해하고, 인간 본연의 심리욕구를 다룬 대표적인 이론인 자기결정성 이론과 진학소양평가 게임 서비스에 대한 관계를 알아보고자 한다. 따라서 진학소양평가 기능성 게임의 개발은 대학의 경쟁력 확보와 우수 인재 확보라는 두 마리 우위를 잡을 수 있는 새로운 기회요인으로 볼 수 있으며, 기능성 게임의 발전을 위한 한 분야의 도전이라고 할 수 있다.

• 음성과학
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• 제8권3호
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• pp.225-234
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• 2001

The Korean Metaphonological Assessment, adapted from the Metaphonological Abilities Battery (MAB; Hesketh, 2000b) was administered to examine the development of metaphonological skills of 60 normally developing Korean pre-school children aged from 3 to 6. The tasks were specifically designed to evaluate their skills to detect rhymes, onsets, and segments. A gradual improvement of total scores was observed in children from 3 to 5, with evidence for developmental refinements of metaphonological abilities in the ages of 5 and 6. Subjects were found to develop segmenting skills at a relatively early age and gradually progressed toward detecting onsets and then rhymes. The differences in the order of development from the previous studies with English-speaking children were discussed. This preliminary study also aimed to provide foundational information for investigating the link between expressive phonological impairments, metaphonolgocial skills, and literacy in Korean-speaking children.