영문학교육과 축약·축역본의 위상

• 발행기관: 한국영어어문교육학회
• 저자명: 이동환(Lee, Dong-hwan)
• 간행물 정보: 『영어어문교육』영어어문교육 제16권 제1호, 209~232쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.03.30

영문 초록

Many difficult literary texts have been disregarded by the teachers as well as the students in the EFL context. The abridged version, however, has its pedagogical usability when viewed as an extension of the literary text like movies and comic strips. Legible abridgments boost up the critical mind among the learners by enhancing their involvement in responding more actively to each class. In addition, to study an abridged version makes the future teachers accustomed to use it as a usable material. Abridgment has its efficacy in the literary study, too: reader-response criticism and narrative scholarship. First, the learners' creative engagement to the text encourages them to draw their personal experiences which are made up of the basic storyline. Second, a personal experience linked to the story has a relationship to narrative scholarship proposed in contemporary ecocriticism. Narrative scholarship is a new academic trend that merges the writer's personal experience in physical surroundings with the text which describes the same or similar natural environment. The role of teachers is a key to succeed in the abridged version pedagogy. They can facilitate a web of learner, text, and social context by providing a friendly atmosphere to encourage students’ active participation, as well as supplementary materials of the original text.

목차

Abstract

I. 서론

II. 축약·축역본의 특징과 장단점

III. 텍스트의 연장으로서의 축약·축역본 이해와 담당교수의 역할

IV. 축약·축역본 활용과 영문학연구

IV. 결론: 축약·축역본 교수법과 영문학교육

참 고 문 헌

키워드

literary pedagogy English literature education abridgment abridged version text reader-response criticism narrative scholarship 문학교수법 영문학 교육 축약 축약·축역본 독자반응 비평 내러티브 비평