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논문검색은 역시 페이퍼서치

국어교육학연구검색

KOREAN LANGUAGE EDUCATION RESEARCH


  • - 주제 : 어문학분야 > 언어학
  • - 성격 : 학술지
  • - 간기: 계간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1225-8571
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 52권 5호 (2017)
7,200
초록보기
This study aims at analyzing The Effects of Emotional Intelligence & Writing Motivation on experiential writing performance. Hence, data were collected by random sampling on emotional intelligence, writing motivation and experiential writing performance for 122 students from B elementary school located at Gyeonggi-Do and descriptive statistics, correlation and regression analyses were conducted. Research findings are as follows. As a result of the correlation analysis, there was positive correlation of .699 between emotional intelligence and writing motivation and positive correlation of .250 between emotional intelligence and experiential writing performance. As result of measuring effects of emotional intelligence on writing motivation and performance, emotional intelligence had a relatively higher effect on writing motivation but a lower effect on experiential writing performance. Writing performance requires integration of cognition and emotion. Accordingly, it is needed to conduct following studies on relation between writing performance and emotion in addition to emotional learning measures for writing.
6,400
초록보기
The goal of the present study was to examine the design patterns of multimodal information representation that elementary students used to create a project display board, and to gain insights into their emerging identities as multimodal text authors. The study was conducted at an elementary English dual-immersion school located in an urban city, Korea. Year-long inquiry-based instruction was offered for the entire body of fourth- to six-grade students. Students created their own project display boards as the culminating product of their inquiry learning, which were collected as the data for the examination of multimodal design patterns. Descriptive data analysis was conducted to identify the array of design elements, features, and layouts used in the display boards and to classify these student authors according to their different multimodal engagement. The analysis resulted in three related but distinctive profiles of student authors, including (a) emergent authors mainly using images for aesthetical purposes, (b) conventional authors using written text as the dominant mode of information representation, and (c) developing multimodal authors integrating written texts and images into a spatial framing of messages. The result indicated different stages of multimodal literacy development with respect to use of design features, genre awareness, and audience consideration. Implications are discussed in relation to literacy research and practice.
7,100
초록보기
Given that teacher perception influences teaching practice and eventually student learning, the knowledge pre-service teachers are taught in teacher-prep programs is meaningful. This paper explored how learners with reading difficulties are represented in secondary English Language Arts (ELA) methods course textbooks in the U.S. with qualitative content analysis. With experts’ recommendations and searching, total of sixteen textbooks were included in the analysis. Results indicated that, with few exceptions, most textbooks described learners with reading difficulties with deficit view, attributing reading difficulties to learners. Result also showed the criteria for grouping learners with reading difficulties were not clearly provided in the textbooks. Teaching reading has become increasingly more difficult considering their omnipresent dynamics in the classroom, and current pre-service ELA teacher education textbooks were not sufficient enough to address the diversity to pre-service teachers who would face the dynamics in their classrooms soon. Other findings and implications from the analysis are discussed in terms of possible influence on secondary ELA education and ELA teacher education as well as a call for future research on secondary ELA teacher education.

Examining Common and Differential Influences of Factors on Low Reading Performers in PISA 2012 Results : Cases of Korea, Japan and Singapore

( Park Hyeyoung ) , ( Kim Junyeop ) , ( Kim Sungsook )
국어교육학회|국어교육학연구  52권 5호, 2017 pp. 94-120 ( 총 27 pages)
6,700
초록보기
Along with writing and arithmetic, reading is essential for building learning competencies. Not only the accumulation of low reading achievements can adversely affect additional subject areas, but it can also prevent students from entering into higher education and impede future employment. As a whole, low reading achievements will deteriorate the quality of national education that may eventually deepen social inequality. This study analyzes the educational context variables affecting the reading achievement level in Korea, Japan and Singapore by utilizing the reading results of PISA 2012. We attempt to identify country-common and country-differential factors that result in low reading achievements in these three countries. All three countries are located in East Asia, and these countries are exam-oriented with a high priority on education. They also scored very highly on the PISA 2012 reading. However, the educational contexts placed in such diverse socio-cultural backgrounds inevitably resulted in discrepant factors for low reading achievements. Based on these outcomes, this study suggests that first; there must be educational support for the “students vulnerable to low reading achievement”, who are equally affected by country-common factors. Also, school educational policy needs to support low reading achievers in Korea, Japan and Singapore by carefully considering the country-differential factors according to each country.

A Review of Effective Digital Practices for Improving Literacy Instruction

( Pang Sangho )
국어교육학회|국어교육학연구  52권 5호, 2017 pp. 122-139 ( 총 18 pages)
5,800
초록보기
The purpose of this review is to investigate what digital practices are perceived as effective by literacy teacher educators. Specifically, this review addresses the following questions: (1) What digital practices are perceived to be effective by literacy teacher educators in their contexts; (2) how and why are those practices perceived to be effective; and (3) are there any patterns when comparing these practices across contexts? Eleven studies are reviewed. As a result, literacy teacher educators’ perceptions about effective practices are classified into six domains: (1) digital discussions for constructing core knowledge, (2) digital teaching videos for comprehensive curriculum and evidence-based instruction, (3) online case studies for literacy assessment, evaluation, and data-driven decision making, (4) online networks and digital texts for diversity and social justice, (5) online dialogues for co-construction of a dynamic, interactive literate environment, and (6) new, multimodal literacy practices and technology integration. This review concludes that, in digital environments, instructional practices based on a social constructive theory or student-centered models such as learning by doing, observing, and reflection are perceived to be more effective than teacher-centered models by literacy teacher educators.

A Case Study of a North Korean Defector Student’s Identity (Re)Construction in Her Writing

( Ryu Sanghee )
국어교육학회|국어교육학연구  52권 5호, 2017 pp. 140-172 ( 총 33 pages)
7,300
초록보기
The purpose of this study is to provide an understanding of North Korean defector students’ identity representation and construction with the recognition that their stories are rarely told in educational research. Based on a literature review that describes identity as changeable and multi-faceted and writing practices as a tool to explore and construct identities, this paper examines one North Korea defector student’s identity representation, exploration, and negotiation in her writing before and during an after-school multicultural writing program. Data sources included the focal student’s writing products before and during the program, field notes and video recordings of the writing program, and audio recordings of interviews. Collected data were analyzed based on Fairclough’s (1995) framework of the three-dimensional discourse analysis. Results show that through particular writing practices that allowed fictionalized scenarios and identities which also enabled indirect self-analysis, the focal student was able to negotiate her national identity and critically reflect on her discourse and student identities; as a result, she was able to construct more positive identities.

Reading with an Eye to Gender : An Analysis of the Illustrations in Korean Literature Textbooks

( Woo Shinyoung )
국어교육학회|국어교육학연구  52권 5호, 2017 pp. 174-202 ( 총 29 pages)
6,900
초록보기
This study focuses on the problem of gender framing in literature textbooks used in Korea. In particular, this study focuses on illustrations in literature textbooks, as critical places in which such gender framing occurs. The study analyzes 132 character illustrations that appear in Literature, the leading literature textbook used in Korean high schools. Here, illustrations are described and analyzed, and significant patterns and trends related to the politics of sex and gender are explored. Through this analysis, we observed the following trends. Literature contains too few illustrations of women and too many of men. Occupations showed men leaving home, but women returning home; illustrations tended to be of young men, whereas women were cast as mothers. Regarding external or physical characteristics, the following trends were observed: hair as litmus; the Confucian principle whereby a boy and a girl should not sit together; women’s tendencies to be reduced in posture, versus men’s tendencies to expand. Regarding internal characteristics, men were shown to be the ones doing the appreciating, while women were shown being appreciated; men tended to be void of sadness, and women full of sadness; men made judgments, women were shown to be caring and obeying.
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