초등학생의 자기 선택적 영어책 읽기가 읽기 행동 및 정의적 영역에 미치는 효과

Abstract

The frequency of exposure to English is very low in Korea, where English is a foreign language. One of the ways to improve the learner 's reading ability in such situations is voluntary reading of the learner's favorite English books. Studies of children's English reading behavior have been limited to the cognitive domain. Recently, research has been carried out to consider how affective development affects children's behavior to read English. Studies that attempt to view children's ability to read English from the perspective of acquisition rather than from the point of view of instruction emphasize the child's affective domain. However, children have difficulty in choosing English books. It is necessary for children to learn the strategy of choosing books that meet their level and interest with the criterion of choosing English books. Therefore, the self-selected English book reading program guides BM strategy and the English book reading activity as the reference strategy for English book selection by children. The purpose of this study is to investigate elementary school student’s reading behavior and affective changes through a self-selected English book reading program. The qualitative research method was used to observe the children's selection of English books and reading behavior. A quantitative research method was used to examine children's ability to read English and affective changes through a self-selected English book program. This study collected data from questionnaires, interviews, and observations of fifteen children from grade 3 to grade 6. Key findings of the study are as follows: ⅰ) The self-selected reading program influenced children’s English reading behavior at the elementary school level. The children read English books more and more frequently because they could more easily select English books. The children read more difficult English books. ⅱ) The self-selected reading program influenced affect such as reading self-efficacy, reading motivation. This study supports the importance and the positive effect of English book-selection strategies on reading English books so that children could become independent readers.