내용-언어 통합 교수학습 (CLIL) 모델 기반 영미문학 교육

• 영문명: English Literature Teaching and Learning Based on CLIL: SIOP and New Agendas of EFL Literature Teaching in Korea
• 발행기관: 한국영미문학교육학회
• 저자명: 어도선(Do Seon Eur)
• 간행물 정보: 『영미문학교육』영미문학교육 제13집 2호, 73~107쪽, 전체 35쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2009.12.30

영문 초록

This article introduces an account of literacy research on the use of English literature in L1/EFL contexts and offers new agendas for EFL literature teaching and learning in Korea, which aims to stimulate further research and pedagogical innovation in the field of English literature teaching in Korea. That English literature can and should be placed in the center of English language teaching was a result of the recent studies in culture-bound language learning, authentic texts and contexts, sociocultural perspectives in language learning, reader-response theory in ELT, affect in language learning, sociocultural view of literacy and literariness, discourse theory, interactional uses of language, communicative approach, learning styles and memory, pragmatics, etc. This article, then , attempts an integration of literary (critical) approaches and linguistic studies, literature and language, and content understanding and language skills, working on an application of CLIL/SIOP to the teaching and learnig of English literature in EFL contexts. EFL Literature teachers, this article argues, should see the need for research on EFL literature teaching in Korea if they search for its own social and academic stance and identity with special reference to "Crisis in the Humanities' in Korea society. With a practical agenda in EFL literature teaching in Korea, this article aims to contribute to the continuous efforts to integrate what Halls calls "literature, language, educators and students."

키워드

영미문학교육 내용언어통합 교수학습 SIOP 영이문학 연구의 방향 EFL Teaching English Literature CLIL SIOP New Agendas of EFL Literature teaching