수준별 조기영어 몰입수업에서 형태초점 교수전략 효과 연구
A study on the effect of focus-on-form teaching strategies in the early English immersion differentiated classroom
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The purpose of the present study is to analyze the effect of differentiated groups learning in early elementary English immersion education. 34 elementary school students participated in the research. They were divided into two groups such as a below-level and an on-level. Subjects’ data samples were collected from the 1st graders of Seoul M Elementary School. This study used both class observation and recording. In the course of research, a focus-on-form teaching method was applied to obtain as much uptake as subjects could get in accordance to teachers‘ corrective feedback strategies(eg. Q/S(Question/Student) strategy) in the differentiated groups. This study suggests that differentiated teaching for the 1st graders in the English immersion classroom is insignificant because students are believed to possess LAD even in L2 stage. This study also suggests that teachers should consider the gap in differentiated groups, not as a variation in learning competence, but as the need to provide diversified teaching strategies, methods and lesson plans, by recognizing the difference in the students’ previous exposure to English.
Abstract
The purpose of the present study is to analyze the effect of differentiated groups learning in early elementary English immersion education. 34 elementary school students participated in the research. They were divided into two groups such as a below-level and an on-level. Subjects’ data samples were collected from the 1st graders of Seoul M Elementary School. This study used both class observation and recording. In the course of research, a focus-on-form teaching method was applied to obtain as much uptake as subjects could get in accordance to teachers‘ corrective feedback strategies(eg. Q/S(Question/Student) strategy) in the differentiated groups. This study suggests that differentiated teaching for the 1st graders in the English immersion classroom is insignificant because students are believed to possess LAD even in L2 stage. This study also suggests that teachers should consider the gap in differentiated groups, not as a variation in learning competence, but as the need to provide diversified teaching strategies, methods and lesson plans, by recognizing the difference in the students’ previous exposure to English.
참고문헌 (37)
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