동화책을 활용한 균형적 언어지도법이 영어 부진학습자의 어휘와 읽기 능력에 미치는 영향
The effect of balanced approach using story books on underachieving English learners’ vocabulary and reading
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This study explored whether 1) a balanced approach using English story books helps vocabulary learning of underachieving English learners; 2) a balanced approach using English story books influences the affective domain of underachieving English learners’ vocabulary learning. For this purpose, sixteen lessons which consisted of four 40-minute lessons per week were administered to three underachieving English learners for 4 weeks. During the lessons, vocabulary test, reading test, and questionnaires about affective domain were administered. In addition, the teacher and learners kept teaching and learning journal respectively and the learners were interviewed to look into the effect more in detail. The results show that all three learners improved in the vocabulary tests. They also showed improvements in the number of sentences and vocabulary they could read in the reading tests. These results were supported by the journal kept by the teacher and the learners. Regarding affective domain, their interest and participation in the lessons increased together with their confidence level, while their anxiety level decreased. These results could be interpreted that balanced language teaching using English story books improves the vocabulary and reading of underachieving English learners and has a positive effect on their affective domain. (195 words)
Abstract
This study explored whether 1) a balanced approach using English story books helps vocabulary learning of underachieving English learners; 2) a balanced approach using English story books influences the affective domain of underachieving English learners’ vocabulary learning. For this purpose, sixteen lessons which consisted of four 40-minute lessons per week were administered to three underachieving English learners for 4 weeks. During the lessons, vocabulary test, reading test, and questionnaires about affective domain were administered. In addition, the teacher and learners kept teaching and learning journal respectively and the learners were interviewed to look into the effect more in detail. The results show that all three learners improved in the vocabulary tests. They also showed improvements in the number of sentences and vocabulary they could read in the reading tests. These results were supported by the journal kept by the teacher and the learners. Regarding affective domain, their interest and participation in the lessons increased together with their confidence level, while their anxiety level decreased. These results could be interpreted that balanced language teaching using English story books improves the vocabulary and reading of underachieving English learners and has a positive effect on their affective domain. (195 words)
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