대화식 저널쓰기를 기반으로 하는 초등영어 문자교육 증진 방안에 대한 연구
A study of fostering emerging literacy for primary school children through dialogue journal writing
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초록
The purpose of this study is to suggest an alternative direction in the teaching of primary school level English literacy through dialogue journal writing. To accomplish the objective, the researchers designed a program in which the classroom teacher and her students exchanged dialogue journals on a regular basis. The teacher also gave a variety of mini-lessons to facilitate students’ writing. Dialogue journals written by 4th graders, teacher’s field notes, questionnaires and interviews were major sources for qualitative data collection and analysis. There were three results found from this study. First, children employed diverse writing strategies such as using their mother tongue, drawing pictures along with their written English, incorporating their teacher’s feedback and topics from mini-lessons. Second, students wrote to communicate with their teacher with a real purpose. Third, students expanded their life experience in the process of writing multiple responses to the teacher. Finally, the study suggests 1) that there should be subsequent long term studies in this area with different levels and grades of students; 2) that teachers should have a positive attitude about early literacy and there should be training programs for teachers to adopt dialogue journal writing; and 3) that various teaching methods and the development of instructional materials are needed for utilizing dialogue journal writing in an EFL (English as a Foreign Language) context.
Abstract
The purpose of this study is to suggest an alternative direction in the teaching of primary school level English literacy through dialogue journal writing. To accomplish the objective, the researchers designed a program in which the classroom teacher and her students exchanged dialogue journals on a regular basis. The teacher also gave a variety of mini-lessons to facilitate students’ writing. Dialogue journals written by 4th graders, teacher’s field notes, questionnaires and interviews were major sources for qualitative data collection and analysis. There were three results found from this study. First, children employed diverse writing strategies such as using their mother tongue, drawing pictures along with their written English, incorporating their teacher’s feedback and topics from mini-lessons. Second, students wrote to communicate with their teacher with a real purpose. Third, students expanded their life experience in the process of writing multiple responses to the teacher. Finally, the study suggests 1) that there should be subsequent long term studies in this area with different levels and grades of students; 2) that teachers should have a positive attitude about early literacy and there should be training programs for teachers to adopt dialogue journal writing; and 3) that various teaching methods and the development of instructional materials are needed for utilizing dialogue journal writing in an EFL (English as a Foreign Language) context.
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