영미아동문학 ≪샬롯의 거미줄≫을 활용한 읽기와 쓰기 지도가 정의적 영역에 미치는 영향

Abstract

This study was aimed to find out affective effects of teaching reading and writing skills using English children's literature, <Charlotte's Web>. Subjects are 10 middle school students in the first grade. <Charlotte's Web> chosen as a text is an amusing and emotional story about friendship. It consists of easy, repetitive, functional and communicative expressions as well as fantastic events of the plot. Unlike non-literary text, sentences are not in isolation in literary works. For foreign language learners, the story needs to make sense in relation to what came before and what is likely to follow. <Charlotte's Web>can be a valuable English textbook linguistically and emotionally for students who are not familiar with literary works. Subjects performed tasks such as writing reading logs, participation in an interview with a teacher and taking 2 lessons while reading <Charlotte's Web> for 7 weeks. All tasks are designed on the basis of the most recently revised education curriculum in 2009. And the teaching style is based on the Whole Language Approach, significantly different from the traditional teaching emphasizing the analysis of fragmented language. So subjects were encouraged to read and write the whole text focusing on the meaning, not analyzing the structure of sentences. All immersion activities in class tend to be student-centered. Students participated in activities individually or in groups. Activities consist of 'searching appropriate words', 'drawing brain structure', 'mobile chat', 'creating website for <Charlotte's Web>'.