초등영어 문자언어 학습에 대한 6학년 학생들의 인식 분석
An Analysis of the Perceptions of 6th-grade Students on Learning English Written Languages
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he purpose of this study was to analyze the perceptions of 6th-grade students in terms of learning English reading and writing. 283 students participated in the survey, and 41 students were interviewed to complement the results. Findings from the analysis were as follows. First, the students regarded writing activities as less interesting than reading activities due to the burden of memorizing words and sentences. Second, they found the writing activities more difficult than the reading activities, a result which was most common in the least proficient group who had the lowest confidence in writing. Third, the majority of the students understood the importance of learning both reading and writing because they considered the skills essential in preparing for the entrance exams for higher learning. Therefore, continuous efforts to improve reading and writing were made by most of the students, but they primarily focused on studying words. Last, the students in general were not positive toward an increase in reading and writing activities in the textbook although conflicting responses were reflected between the advanced group and the least proficient group. Based on the results, the study offers several suggestions for improving education related to elementary reading and writing.
Abstract
he purpose of this study was to analyze the perceptions of 6th-grade students in terms of learning English reading and writing. 283 students participated in the survey, and 41 students were interviewed to complement the results. Findings from the analysis were as follows. First, the students regarded writing activities as less interesting than reading activities due to the burden of memorizing words and sentences. Second, they found the writing activities more difficult than the reading activities, a result which was most common in the least proficient group who had the lowest confidence in writing. Third, the majority of the students understood the importance of learning both reading and writing because they considered the skills essential in preparing for the entrance exams for higher learning. Therefore, continuous efforts to improve reading and writing were made by most of the students, but they primarily focused on studying words. Last, the students in general were not positive toward an increase in reading and writing activities in the textbook although conflicting responses were reflected between the advanced group and the least proficient group. Based on the results, the study offers several suggestions for improving education related to elementary reading and writing.
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