The Study aims to design teaching and learning of extensive reading focusing on community activities for applying it to practical Korean language education field and to seek to practice it. In particular, it aims to suggest reading community activitie...
The Study aims to design teaching and learning of extensive reading focusing on community activities for applying it to practical Korean language education field and to seek to practice it. In particular, it aims to suggest reading community activities to provide motivations for their own reading to learners by forming reading community and making them experience others' reading through various reading activities.
Before seeking to apply extensive reading to Korean Language education, theatrical backgrounds on reading as second language education were reviewed. Also, concept and characteristics of extensive reading, principles of teaching and learning and reading community were studied. Reading community activities are in accordance with social constructionism. In the social constructional perspective, reading is interpreted as the process to understand message in written language and reconstruct its meaning through interactions between a reader, text and reading community where the reading belongs to. Furthermore, the social constructionism suggested the other's need to intervene in process of reader's understanding texts and it provokes need to interact with others for higher understanding than the current level.
Based on these theatrical backgrounds, teaching and learning for Korean language education was developed and designed. Reading community as an alternative to induce learners' volunteering reading participation and to lead their mutual collaborative and self-directed reading was formed and its activities to be applicable for teaching and learning for extensive reading were focused.
In order to extract main components of teaching and learning of extensive reading through forming reading community, elements of teaching and learning were categorized into practical elements, process elements and background elements and in each category, detailed sub-elements which are necessary to practice extensive reading were derived based on principles of extensive reading and reading community.
In order to design the teaching and learning, based on analyses of conditions and elements of teaching and learning, the goal of teaching and learning was set and its contents and method was discussed. Development of teaching and learning methods in extensive reading means making instruments and tools for teaching and learning including entire sources and education programs required for managing teaching and learning according to the design of teaching and learning. And for development of teaching and learning necessary for this, the instruments for extensive reading activities, reading materials and evaluations.
In this study, procedure of teaching and learning for practicing extensive reading focusing on community was prepared and based on this, learners were selected and then they engaged in 16-week extensive reading community activities for two semesters. And based on data from these practices, effects of extensive reading on learners' Korean-reading ability, other linguistic abilities and attitudes were analyzed. The summary of these results are as follows:
First, it appeared that vocabularies and reading abilities and reading speed of the experiment groups with extensive reading focusing on community activities were more improved than those of the control group with intensive reading. It can be interpreted that learners who read various and interesting i-1 materials with practice of extensive reading developed sight vocabularies naturally and improved them better. Extensive reading also helped understanding and made reading ability improved better. With extensive reading, learners became to read abundant texts in fast speed and their reading speed also improved.
Second, when learners who participated in extensive reading were divided into relatively good groups and poor group according to their reading ability, poorer groups in extensive reading showed more significant improvement. This means that poorer learners in reading have more potential to develop in reading abilities(vocabularies, reading and reading speed) than better learners.
Third, extensive reading community activities had positive influences on learners' writing and speaking.
Fourth, extensive reading focusing on community activities had positive effects on learners' attitudes for reading in emotional aspect. It can be interpreted that learners' successful reading experiences through extensive reading affected positively on their language-learning attitudes.
Fifth, learners became to promote reading mutually and to collaborate each other and to volunteer reading through reading community which was formed by practicing extensive reading focusing on community activities. Reading community promoted intimacy between learners and offered more enjoyable reading to them. Also, it played a role of space for sharing mutual reading experiences.
Of course, in order to apply extensive reading in practical Korean Language education, the program may have to be planned elaborately and various reading materials and activities should be developed and prepared. However, these problems are expected to be overcome in the process of extension and deepening of extensive reading in the future.
Based on the results of application of extensive reading to the Korean language education field, some suggestions are following:
When learners who participated in extensive reading were divided into three groups(hight level group, middle level group, low level group) according to their reading ability, lower level groups in extensive reading showed more significant improvement. Therefore, extensive reading may be extended focusing on beginners not intermediate and advance learners. Also, its applicability and usefulness are expected to be explored in depth.
However, for application of extensive reading on beginners in Korean Language education field, there are several substantial limites. As mentioned above, in o
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