기억 전달자 를 활용한 대학생의 영어교육: 로젠블랫의 상호교통읽기 중심의 수업 사례 제시

A Study of the Use of Children’s Literature for EFL College Students

The purpose of this study is to explore the use of children’s literature for college students in the EFL classroom. Based on Rosenblatt’s transactional reader-response theory (1994), the study presents classroom teaching using The Giver (1993) written by Lois Lowry, which provides a variety of interesting classroom activities as well as social, controversial topics. For example, students had opportunities to think about the issues of euthanasia, utopia/dystopia, and the problems of job seeking, but also to perform creative and comprehension-boosting activities, such as memory transmission, mapping, making a guide book of the community, writing poems, letters and diary, etc. Thus, students as a reader and English language learner can enhance their literary competence to creatively and critically understand, analyze, and appreciate texts. Also, they have opportunities to develop their communicative competence in English writing and speaking. As suggested by this study, children’s literature is very effective and inspiring enough for EFL students to share their experience, thoughts, and emotion by transactional response with the text. Lastly, we expect that the further study will investigate how to assess students’ achievement and evaluate their performance with implementing comprehensive and mutually acceptable methods in the EFL classrooms where literary texts are used for college students and young adult language learners.