영어교육을 위한 영문학 작품 지도법 : 학습자 활동 중심의 수업지도 = A teaching method for English literature in the language classroom centered on learner and learner's activities

다국어 초록 (Multilingual Abstract)

This thesis intends to investigate what an effective reaching method of English literature in the language classroom is for the development or improvement of communicative competence and whole language competence based on four skills of listening, speaking, reading, and writing including interchange or interaction ability of EFL/ESL(English as a foreign/second language).
The main discussion is composed of the effectiveness of English literature as a teaching material to the students for the encouragement of the above-mentioned language competence, and the useful teaching methods for that competence building-up. That purpose can be successfully achieved through learner-centered instruction instead of teacher-centered instruction and learner's various activities-centered instruction instead of teacher's one-sided instruction.
The traditional teacher-centered teaching method is very old, limited, ineffective, and unsuccessful for today's globalized world situation of what we call information and communication time that requires the practical communicative competence on the part of English language user. today's time needs creativeness, positiveness, self-leading attitude of solving problem in the hard, complex circumstances for the international man. Teaching methods of learner-centered and his or her activities-centered instruction include so=called the whole language approach, learner's experience-connected teaching, receptive reading theory, self-leading learning, and meta-genre theory. Especially the whole language approach among those other methods or theories is intensively dealt with here in terms of its characteristic of comprehensiveness that holds the other methods together within itself. This whole language approach is proved to be very effective when applied to the classroom of a Korean middle school's English literature teaching by a woman teacher.
In terms of the above-mentioned effectiveness of learner-centered, and his or her activities-centered teaching, teacher has to apply those methods, of which the whole language approach is representative, to the class of teaching English literature in the language instruction. For those learner-centered activities, small group work or pair work is helpful. It is because those kinds of work from the students are co-work or collaborative work which leads to active and practical interchange or interaction among the student members.

목차 (Table of Contents)

• 目次
• Ⅰ. 서론
• Ⅱ. 영문학 작품 지도를 통한 영어 학습의 효용성
• Ⅲ. 교사 중심 수업의 한계와 학습자 활동 중심의 수업지도
• 1. 총체적 언어 교육
• 2. 총체적 언어 교수법과 영문학 작품 지도
• 3. 총체적 언어 교수법의 실제수업 활용 사례
• Ⅳ. 결론
• 인용 문헌
• Abstract