대학 읽기 수업에서 감정 리터러시와 비판적 리터러시 연계 수업 방안 연구

Abstract

The purpose of this qualitative case study is to explore how Korean college students read in English in critical and emotional reading classes and how they feel and perceive the ways they did in class. The students read articles about gender roles and discussed the issues in the articles with emotional and critical discussion questions. The data resources include students' reflections, authentic materials they used for their presentations and the teacher's notes. Data analysis based on qualitative methods revealed that negative emotional expressions such as unjust, uncomfortable, sad, angry, depressed, miserable, and adversity were frequently reported. The students not only recognized prejudice and misunderstanding regarding each gender issue but also sympathized that gender roles should not be forced socially. They also became more active in discussing and presenting missing perspectives in the article that they read. The pedagogical implication of this study is that reading instruction based on emotions and criticality could be a good reading approach that helps students have a more balanced perspective on what they read, which further helps them transform into active readers.