대학 영어 읽기 교육에 관한 교수의식 연구

Abstract

The present study explores teachers’ beliefs about English reading and its instruction as part of general English education at colleges in Korea. The study also attempts to investigate how classroom practices are influenced by an instructor’s belief system. Teachers’ beliefs impact the way they plan lessons, make decisions, apply teaching methods, and use practical teaching activities. Responding to open-ended questions, teachers reflected on how they perceive their teaching beliefs and how they conduct actual classroom activities. The findings of this study indicate that English reading instruction focuses mostly on reading as a product, on learners’ functional skills, and on a surface-level comprehension of reading. Finally, this study emphasizes the importance of English learning in terms of the joy of reading and of employing the critical literacy perspective in the classrooms. This approach seeks to move beyond the surface level of reading texts and to 'realize' a text with meaning rather than 'extract' a meaning from it.