초등학교 담임교사의 교실영어 사용이 학습자의 영어 능력 및 정의적 태도에 끼치는 영향
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The purpose of this study is to examine the effects of homeroom teachers’ use of classroom English on primary school students' listening and speaking abilities and on their attitudes towards English learning. For this purpose, the listening and speaking skills of the students, along with their interests and confidence in English learning, were examined. Two fourth-grade intact classes, 35 students in each class, were asked to participate in the study, and were divided into a control group and an experimental group. In the control group, the homeroom teacher used only Korean, whereas in the experimental group the homeroom teacher used classroom English throughout the day. The experiment was carried out for three months. The results show that the learners’ listening abilities and their interests in English learning in the experimental group improved more than those of the learners in the control group. However, no significant differences in the students’ speaking abilities, self-esteem, motivations, and learning anxieties between the two groups were found. Pedagogical implications are suggested.
Abstract
The purpose of this study is to examine the effects of homeroom teachers’ use of classroom English on primary school students' listening and speaking abilities and on their attitudes towards English learning. For this purpose, the listening and speaking skills of the students, along with their interests and confidence in English learning, were examined. Two fourth-grade intact classes, 35 students in each class, were asked to participate in the study, and were divided into a control group and an experimental group. In the control group, the homeroom teacher used only Korean, whereas in the experimental group the homeroom teacher used classroom English throughout the day. The experiment was carried out for three months. The results show that the learners’ listening abilities and their interests in English learning in the experimental group improved more than those of the learners in the control group. However, no significant differences in the students’ speaking abilities, self-esteem, motivations, and learning anxieties between the two groups were found. Pedagogical implications are suggested.
참고문헌 (34)
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