영어교육전공 대학생을 위한 영시 수업 - 학습자 특성을 고려한 시 제시

Teaching Poetry to Undergraduate English Education Majors: The Role of Learner Characteristics in Presenting Poetry

  In the Korean secondary education system, poetry is almost wholly neglected. The reason for this neglect is partly because English language specialists and English educational material developers are not literature teachers, partly because presenting poetry is not thought to be as easy as presenting other texts, and partly because theory-oriented treatment of poems have isolated students from having fun with poetry. This paper is a practical report on how poetry classes can be enjoyable for those encountering English poetry for the first time. The first encounter students are undergraduates majoring in English Education, who reveal a psychological tendency to avoid literature courses with heavier reading loads and who, as part of the so-called "visual generation", are highly perceptive to understanding visual images. The aim of the present paper is to suggest a model of teaching poetry to students who have the above characteristics and to give some insights into teaching poetry effectively at the secondary school level. For this aim, the paper first describes a learner-centered approach employed in an Introduction to English Literature course, explaining some principles for structuring poetry classes in order to induce learners" affective experience to poems. The six-week poetry unit introduces students to the key elements of poetry appreciation while emphasizing reading of and response to poetry. The paper then outlines some procedures for encouraging the discussion of poetry using visual or audio materials; the account is supported with three examples of poems. In addition, one student"s experiential report on presenting poetry in the secondary school classroom and some samples of student feedback are presented in order to demonstrate the effectiveness of the teaching methods used by the author.