우리 나라 전래 동화를 활용한 중학교 영어 수업 모형 구안

Abstract

The purpose of this study is to examine the role of students’ background knowledge in reading and to investigate an effective way to teach English through a Korean folktale. Students are familiar with Korean folktales. Therefore, they have a sufficient background knowledge, which can help them understand a text. A typical English reading instruction can be given three stages - pre-reading, while-reading, and post-reading stages. Pre-reading activities are important in activating students’ background knowledge and motivating them to learn a story. With the help of their background knowledge, they can infer the meaning of the words within a context more easily and understand difficult words or expressions. While-reading activities are to check and help students’ understanding. Post-reading activities enhance the understanding. Through various activities, students can learn English naturally and interestingly. I applied these activities to a Korean folktale「Ongojip」translated into English and developed a syllabus for the practical use in the English class. It is planned for the reading class for the Korean middle school 3rd grade and consists of 4 lessons. It contains various activities mentioned earlier. From this study, I suggest that teachers should recognize the importance of the background knowledge in reading and plan more diverse activities to activate it. To improve students’ communicative competence, teachers make every effort to provide the students with chances to participate in class and encourage them to express their opinions in English. More studies on English reading instruction using Korean folktales are needed and more Korean folktales should be translated into English so that Korean English teachers can use them in class easily.