상호적 읽기 접근법을 활용한 한국어 읽기 수업 사례 연구 - 경영학을 전공하는 유학생을 대상으로

A Case Study of a Korean Reading Class Using the Reciprocal Reading Approach－ For International Students majoring in Business Administration

본 연구는 경영학을 전공하는 유학생을 대상으로 상호적 읽기 접근법을 적용한 수업을 실시한 후 효용성에 대해 논의하는 것을 목적으로 하였다. 이를 위해 상위인지읽기 전략 검사 도구인 SORS(Survey of Reading Strategies)를 사용하여 상호적 읽기접근법을 실시하기 전과 후의 상위인지 전략의 사용 양상을 조사했으며 설문조사를통해 학습자의 인식을 세부적으로 살폈다. 분석 결과는 다음과 같다. 첫째, 상호적 읽기 접근법은 학습자가 전공 수업에 대한흥미와 자신감을 갖추게 된다는 점에서 학습자에게 유익했으며 학습에 대한 참여도역시 향상되었다. 둘째, 상호적 읽기 접근법을 적용한 후에 학습자들의 전략 사용 빈도가 증가하였다. 상호적 읽기 접근법은 학습자들이 전공 교과목 읽기 과정에서 나타나는 다양한 어려움을 해결하는 데에 유의미한 영향을 주었다. 셋째, 학습자는 상호적 읽기 접근법을 활용한 수업이 전공 시간에 다루는 내용 이해에 유익했다고 판단하였다. 요약하자면 상호적 읽기 접근법을 적용한 읽기 수업은 앞선 연구의 결과와 마찬가지로 경영학을 전공하는 유학생들에게 효용성이 있었으며 앞으로 다른 전공 교과목으로 관련된 연구가 이어져야 할 것이다.

The purpose of this study was to develop a class model based on the Reciprocal Reading Approach for international students majoring in business administration, implement the class, and evaluate its effectiveness through a case study. The study aimed to assess changes in the use of higher cognition strategies before and after implementing the Reciprocal Reading Approach, as well as to investigate learn ers’ perceptions. For this purpose, the Survey of Reading Strategies (SORS), a tool for assessing higher cognition reading strategies, was employed. Additionally, a questionnaire with open-ended questions was administered to thoroughly examine and analyze learners’ perceptions. The findings are summarized as follows: First, the Reciprocal Reading Approach proved to be a beneficial teaching model for learners, as it increased their interest and confidence in their major classes. This approach fosters interactions among learners during the reading process, facili tating mutual assistance and purposeful engagement in reading activities, thereby enhancing their overall participation in learning. Second, an analysis of learners' metacognitive reading strategies revealed an increase in their frequency of use af ter implementation of the Reciprocal Reading Approach. Comparing the pre- and post-intervention results, the learners demonstrated a slight improvement in the use of metacognitive reading strategies, with reduced variability in their application of these strategies. This suggests that the Reciprocal Reading Approach significantly supports learners in overcoming various challenges encountered in reading materi als related to their majors. Third, the learners perceived that classes employing the Reciprocal Reading Approach helped them grasp the content covered in their major classes. They found it particularly useful for understanding complex terms and concepts related to their field of study. In conclusion, the Reciprocal Reading Ap proach was effective for international students majoring in business administration, which is consistent with the findings of previous studies. Further research focusing on its application to other major subjects is recommended for future investigation.