ESL교실에 있어서 원어문학작품의 역할

Abstract

The purpose of this thesis is to examine students who are learning English as a foreign language by using literary texts in ESL classrooms. This thesis is concerned with the linguistic effects of using literature in ESL classes and seeks to obtain the significance of this particular diagnosis of learning effects. First of all, this thesis touches on the appropriate reasons of teaching literature in an ESL class. The reasons were specifically stated based upon Thomas K.Adeyanju's short-term objectives of learning literature in an ESL class. Also, Sandra McKay's theory of efficiency was studied. Especially, Chapter Ⅲ comments that the usage of a literary text greatly enhances and has positive effects on the ESL students in terms of the listening, speaking, reading, and writing of the English language. In order for a literary text to be efficiently utilized it is extremely important to select appropriate texts which parallel the students' level in the language that is to be instructed. In other words, 'Issue of what' is the most important matter to be considered. Therefore, this thesis contains the insisting view of Albert H.Marckwardt's two principles of selecting literary texts-contemporary and worldwide text-are intensely discussed. In addition, Thomas K.Adeyanju's 8 essential criteria of selection of teaching material is discussed concerning the 'issue of what.' Sandra McKay asserts that the selection of a literary text must be based upon the linguistic side view(vocabulary, syntax, sentence length), literature domain(plot, character), cultural sideview, and the selection of the theme of literature product must be related to the development of individual and personal growth. The last portion of this thesis considers the direction of the teaching method of selected literature texts to students. In this particular thesis, two techniques have been introduced: pattern practice and the establishshment of questionaire by the instructor. The method of applying questionaires prepared by instructors for the purpose of promoting and understanding interaction between the literature text and student also has been considered. As for the practical classroom technique, the sequence of prereading activities, silent reading, factual in-class work, and extending activities are utilized for the example of topic issue. The usage of a literary text as assisting material other than the given English text in an ESL class may be counted as one of the effective educational method for instructing a foreign language. This improves the recognition of the target culture, and communicative competence of students. The typical supplemented class hours oriented to major subject including English in high school might be replaced with a new class atmosphere using English literature so that students can have access hours to appreciate the language of English literature. In order to enhance communicative competence, it is necessary to educate and nurture literature instructors, make exhaustive preparation of questionaires, and have the sincere volitive participation of instructors as well as students.;이 논문은 영어를 배우는 학생들이 원어로 된 문학텍스트를 ESL 교실에 도입함으로써 얻게되는 언어학적 이점들을 논하고 ESL 교실에서 사용할 수 있는 문학지도의 실제방안을 모색하는 데 그 목적을 두고 있다. 먼저 Ⅱ장에서는 문학을 ESL교실에서 가르치는 목적에 대하여 Thomas K.Adeyanju의 단기적 목적인 language learning에 근거하여 서술하였으며,, ESL교실에서 문학을 도입하는 데에 대한 찬·반 논쟁에 대하여는 Ⅲ장에서 살펴보았다. John F.Povey의 찬성론과 Sandra Mckay의 효용론을 중점적으로 소개하였다. 이들 두학자는 문학텍스트의 도입이 ESL학생들에게 듣기, 말하기, 읽기 그리고 쓰기 등 언어의 네가지 기능면에서 긍정적인 영향을 미친다고 주장하고 있다 문학텍스트가 교실에서 효율적으로 사용되기 위해서는 어떤 텍스트를 선택하여 가르칠 것인가하는 문제가 대두된다. 문학텍스트 선택을 위해서 2가지 원칙 - contemporary and worldwide text -들과, Adeyanju가 정리한 교재선택에 대한 8가지 기준들(criteria)을 Ⅳ장 A항에서 다루었다. Sandra Mckay는 언어적 측면(어휘, 구문, 문장의 길이)과 문학적 영역 (구성, 인물, 주제등), 그리고 문학적 측면(생활양식, 관습등)에서 고려해 볼때 우선 쉬운 것을 선택해야 하며, 작품의 주제( theme )는 개인적 성장과 발전을 다룬 것을 선택하도록 권장하고 있다. Ⅳ장 B항에서는 선택한 문학텍스트를 ESL교실에서 어떻게 학생들에게 가르칠 것인가 하는 일반적인 문학지도방법들에 대하여 고찰했다. 그동안 여러가지 교수법들이 시도되었는데, 이 논문에서는 구문연습(pattern - drill )과 텍스트에 관한 교사의 질문지(questionaire)제시라는 2가지 technique을 중심으로 제시해 보았다 또한 Ⅳ장 C항에서는 영어수업시간에 직접 적용해 볼 수 있는 실제적인 방안에 대하여, 우리나라 고등학교 2학년 영어교과서에 수록된 "The Verger ( 시사영어사 Ⅱ-1, Lessen 9 ) "와 "On a Neb-raska Farm ( 탑출판사 Ⅱ-1, Lesson 3 )"를 가지고, prereading activities, silent reading, factual in-class work, extending activities등의 순서로 수업절차의 본보기를 제시해 보았다.