결과등록시 초록은 학술논문에 게재되어 있는 주초록으로 대체하였음

결과등록시 초록은 학술논문에 게재되어 있는 주초록으로 대체하였음

This study tries to explore how to teach English literature in Korean universities, focusing on the notion of critical literacy and/or critical thinking, which is one of the newly emerging and powerful pedagogic strategies in the Third World and the W ...

This study tries to explore how to teach English literature in Korean universities, focusing on the notion of critical literacy and/or critical thinking, which is one of the newly emerging and powerful pedagogic strategies in the Third World and the West. Traditionally, professors of English in Korea tended to emphasize only the minimal, functional literacy in the reading and translation of canonized English literary texts. Incorporating Paulo Freire's idea of liberatory pedagogy, this paper instead suggests that teachers of English should go beyond a mere linguistic and stylistic deciphering of the texts towards a more critical and creative reading of, and writing and discussion on, the texts. The introduction examines and compares various methods of teaching English literature, providing a definition of the notion of critical literacy/thinking. The body of the paper tries to illustrate a critical teaching of English literature by analyzing and comparing concrete examples of literary and non-literary texts, including a few poems, a telephone instruction, an interview, and a short story. The conclusion reflects on the further ramifications of the study in connection to the teaching of English in the age of so-called globalization and postcolonialism.

1. 머리말: 영문학의 정체성과 영문학 교육
2. 영문학 교육의 방법론과 비판적 언어능력/사고
3. 비판적, 창조적 사고를 위한 영문학 작품 읽기와 실용문 교육
4. 맺음말: 주체적, 비판적인 영문학/영어 교육을 위하여

1. 머리말: 영문학의 정체성과 영문학 교육
2. 영문학 교육의 방법론과 비판적 언어능력/사고
3. 비판적, 창조적 사고를 위한 영문학 작품 읽기와 실용문 교육
4. 맺음말: 주체적, 비판적인 영문학/영어 교육을 위하여