CAJ | 학술논문

本研究采用质性个案研究方法，对华北地区一所重点高校的两名大学英语教师进行了深入访谈。在综合英语课程模式下，两位教师采取不同的阅读教学方法。一位教师采用以学生为中心的教学方法，引领学生自己分析课文；另一位教师采用以教师为主的教学方法，对阅读材料进行精细讲解。但是她们的教学活动设计都是以学生有收获为出发点。两位教师不同的阅读教学方法与其学习背景和对教师角色的定位有密切关系。
본연구채용질성개안연구방법，대화북지구일소중점고교적량명대학영어교사진행료심입방담。재종합영어과정모식하，량위교사채취불동적열독교학방법。일위교사채용이학생위중심적교학방법，인령학생자기분석과문；령일위교사채용이교사위주적교학방법，대열독재료진행정세강해。단시저문적교학활동설계도시이학생유수획위출발점。량위교사불동적열독교학방법여기학습배경화대교사각색적정위유밀절관계。
Audience awareness, which functions as a way of enabling a writer to assume his audience and adapt his writing to the needs of the audience, is one of the key elements influencing the quality of writing. It is crucial to develop students＇ audience awareness in teaching English writing. However, by analyzing some English majors＇ sample writings from a perspective of discourse coherence and using the interview and questionnaire, this paper examines the current unsatisfactory situation of students＇ audience awareness developing. That is, teachers, though realizing the importance of developing students＇ audience awareness, lack ways of and positive attitude toward putting this theory into their teaching due to some subjective reasons. Students have some kind of vague ideas about audience awareness, but have few ideas about how to apply this theory correctly and sufficiently to monitoring their practical writing. To solve these problems, this paper also puts forward some relevant countermeasures.