소외계층 초등학생 대상 영어 음운 인식 및 어휘 지도
English phonemic awareness and vocabulary instruction for underprivileged elementary school students
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This study aimed to examine the English learning characteristics of a group of underprivilegedelementary school students and the effects of phonemic awareness and vocabulary instructionon their development in phonemic awareness, vocabulary, English proficiency, and attitudestoward learning English. It also investigated how the instruction for the students wasimplemented. Twenty-two sixth-grade underprivileged students across five different classesparticipated in twice-weekly English classes for 14 weeks. The data included pre- and post-testsof the students’ phonemic awareness, vocabulary, and English proficiency; pre- andpost-surveys about the students’ attitudes toward learning English; the teacher’s journals; andinterviews with the students. Most of the students were found to have limited English study time,methods, and resources, whereas differences in English learning opportunities and outcomeswere found depending on their parents’ support. The findings indicated that the teaching ofphonemic awareness and vocabulary to the students had a positive impact on their phonemicawareness and English proficiency, while the influence on their vocabulary varied depending onthe conceptual and orthographical difficulty of the words taught. In addition, the students’attitudes toward learning English did not change significantly. It was also found that somestudents lacked basic English vocabulary, confidence in their ability to learn English, vocabularylearning strategies, proper social skills, and adequate English studying hours. These barrierswere able to be overcome by peer teaching and individual instruction, providing successfullearning opportunities, strategy instruction, strategic seat assignments, raising learningmotivation, and collaboration with other teachers. Important implications regarding teachingphonemic awareness and vocabulary to underprivileged students in EFL contexts are discussed.
Abstract
This study aimed to examine the English learning characteristics of a group of underprivilegedelementary school students and the effects of phonemic awareness and vocabulary instructionon their development in phonemic awareness, vocabulary, English proficiency, and attitudestoward learning English. It also investigated how the instruction for the students wasimplemented. Twenty-two sixth-grade underprivileged students across five different classesparticipated in twice-weekly English classes for 14 weeks. The data included pre- and post-testsof the students’ phonemic awareness, vocabulary, and English proficiency; pre- andpost-surveys about the students’ attitudes toward learning English; the teacher’s journals; andinterviews with the students. Most of the students were found to have limited English study time,methods, and resources, whereas differences in English learning opportunities and outcomeswere found depending on their parents’ support. The findings indicated that the teaching ofphonemic awareness and vocabulary to the students had a positive impact on their phonemicawareness and English proficiency, while the influence on their vocabulary varied depending onthe conceptual and orthographical difficulty of the words taught. In addition, the students’attitudes toward learning English did not change significantly. It was also found that somestudents lacked basic English vocabulary, confidence in their ability to learn English, vocabularylearning strategies, proper social skills, and adequate English studying hours. These barrierswere able to be overcome by peer teaching and individual instruction, providing successfullearning opportunities, strategy instruction, strategic seat assignments, raising learningmotivation, and collaboration with other teachers. Important implications regarding teachingphonemic awareness and vocabulary to underprivileged students in EFL contexts are discussed.
참고문헌 (39)
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