‘Social Interaction’ Unit’s Realization Direction in the Elementary Reading Textbooks

Journal of CheongRam Korean Language Education

@article{ART001505180},
author={ LeeSooJin },
title={‘Social Interaction’ Unit’s Realization Direction in the Elementary Reading Textbooks},
journal={Journal of CheongRam Korean Language Education},
issn={1598-1967},
year={2010},
number={42},
pages={271-298},
doi={10.26589/jockle..42.201012.271},
url={http://dx.doi.org/10.26589/jockle..42.201012.271}

TY - JOUR
AU - LeeSooJin
TI - ‘Social Interaction’ Unit’s Realization Direction in the Elementary Reading Textbooks
T2 - Journal of CheongRam Korean Language Education
PY - 2010
VL -
IS - 42
PB - Cheongram Korean Language Education Association
SP - 271-298
SN - 1598-1967
AB - I discussed about reading for social interaction’s meaning and category in the reading education. And I suggested ‘Social interaction’ unit’s realization direction and model through analyzing that unit's realization aspects. In reading for social interaction, aims of reader and writer don’t always agree, so it's subjects are various. I divided into indirect experience and direct experience according to reader’s experience types. The formers are ‘reading the text with writer’s social intention’, ‘reading the text with social topic and contents’. The latters are ‘reading the text for social participation’, ‘extending the reading ability for social participation’. I analyzed ‘social interaction’ unit’s realization aspects in new elementary reading textbooks from 1st to 4th grade. The factors that realize social character are genre, topic or contents and teaching-learning activities. So I reached conclusion like this：first, we have to focus topic-based unit’s method for relization the indirect experience. Second, we need to use various text types for relization the direct experience. third, we need to create the unit context for guiding social interaction’s teaching-learning.
KW - reading for social interaction, reader’s experience types, unit’s realization method, unit’s realization model
DO - 10.26589/jockle..42.201012.271
UR - http://dx.doi.org/10.26589/jockle..42.201012.271
ER -

LeeSooJin (2010). ‘Social Interaction’ Unit’s Realization Direction in the Elementary Reading Textbooks. Journal of CheongRam Korean Language Education, 42, 271- 298.

LeeSooJin . 2010, “‘Social Interaction’ Unit’s Realization Direction in the Elementary Reading Textbooks”, Journal of CheongRam Korean Language Education, no. 42, pp. 271-298. Available from: doi:10.26589/jockle..42.201012.271

LeeSooJin “‘Social Interaction’ Unit’s Realization Direction in the Elementary Reading Textbooks” Journal of CheongRam Korean Language Education 42 pp. 271-298 (2010): 271.

LeeSooJin . ‘Social Interaction’ Unit’s Realization Direction in the Elementary Reading Textbooks Journal of CheongRam Korean Language Education [Internet]. 2010; 42: 271-298. Available from: doi:10.26589/jockle..42.201012.271

LeeSooJin . “‘Social Interaction’ Unit’s Realization Direction in the Elementary Reading Textbooks” Journal of CheongRam Korean Language Education no.42 (2010): 271-298. doi: 10.26589/jockle..42.201012.271

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‘Social Interaction’ Unit’s Realization Direction in the Elementary Reading Textbooks

Journal of CheongRam Korean Language Education

Abbr : 청람어문교육

2010, no.42, pp.271 - 298

DOI : 10.26589/jockle..42.201012.271

Publisher : Cheongram Korean Language Education Association

Research Area : Korean Language and Literature

LeeSooJin¹

¹대구교육대학교 / resta99@dnue.ac.kr

Number of citation : 1 View APA Style

ABSTRACT

I discussed about reading for social interaction’s meaning and category in the reading education. And I suggested ‘Social interaction’ unit’s realization direction and model through analyzing that unit's realization aspects. In reading for social interaction, aims of reader and writer don’t always agree, so it's subjects are various. I divided into indirect experience and direct experience according to reader’s experience types. The formers are ‘reading the text with writer’s social intention’, ‘reading the text with social topic and contents’. The latters are ‘reading the text for social participation’, ‘extending the reading ability for social participation’. I analyzed ‘social interaction’ unit’s realization aspects in new elementary reading textbooks from 1st to 4th grade. The factors that realize social character are genre, topic or contents and teaching-learning activities. So I reached conclusion like this：first, we have to focus topic-based unit’s method for relization the indirect experience. Second, we need to use various text types for relization the direct experience. third, we need to create the unit context for guiding social interaction’s teaching-learning.