Getting into Interface of Text and Context Through English Literacy Coin

• 발행기관: 한국영어교과교육학회
• 저자명: 황요한(Yohan Hwang)
• 간행물 정보: 『영어교과교육』영어교과교육 19권 3호, 19~36쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2020.08.31

영문 초록

The main purpose of this paper is to explore the reciprocal relationship between a text and a context through a communicative function of literacy. In a move away from the traditional pedagogies that have viewed literacy as limited to the ability to process and produce the written forms of language, this paper provides a deeper insight into how contextual factors acting on the meaning-making process of a text influence discoveries about the evolving nature of literacy. In order to achieve this goal, this study adopts a theoretical lens of Situated Learning (SL), Sociocultural Theory (SCT), and Systematic Functional Linguistics (SFL) to throw light on the interface of text and context. It then uncovers the importance of the interactional and contextual aspects of a text in second language (L2) literacy education by introducing two metaphorical concepts: ‘Literacy Coin’ and ‘Literacy Window.’ Finally, based on a preliminary case study examining how 20 ESL students infer the meaning of an English idiomatic expression, it suggests pedagogical implications through which contextual intervention and intentional learning activities should take place in order to help L2 learners apply their linguistic knowledge into practice.

목차

I. WHAT IS LITERACY?

II. THEORETICAL VIEWS ON LITERACY EDUCATION

III. DO YOU HAVE A LITERACY COIN?

IV. THE PRELIMINARY CASE STUDY AND PEDAGOGICAL IMPLICATION

V. METAPHORICAL CONCLUSION

REFERENCES

키워드

문해력 교육 상황학습 사회문화이론 체계기능언어학 literacy education situated learning sociocultural theory systemic functional linguistics