초등영어캠프에서 한·영 스토리텔링 활용이 학습자의 정의적 영역과 어휘력 향상에 미치는 효과
The effect of Korean-English storytelling on the development of elementary school students’ vocabulary ability and affective domain during English camp
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The purpose of this study is to analyze the effects of Korean-English storytelling on the development of elementary school students’ vocabulary abilities and affective domain. The experimental instruction was given to 40 third to sixth grade students in elementary school. Over a period of two weeks during which time they covered 40 hours worth of material from nine different chapters, three types of tests and two types of questionnaires were administered, in order to examine the effects of the experiment on the students’ vocabulary abilities and affective domain. The results are summarized as follows. First, over 90 percent of the students responded that they were satisfied with learning vocabulary using storytelling. Second, the results of the post-test show the scores greatly improved since the pre-test. Third, the results of the delayed-test show the scores are higher than the pre-test. There were positive results in the students’ affective domain. To conclude, the findings show that using Korean-English storytelling can be a powerful learning method to enhance students’ vocabulary ability. Further study should be developed but the preliminary results look promising when efficiently applied to English Education.
Abstract
The purpose of this study is to analyze the effects of Korean-English storytelling on the development of elementary school students’ vocabulary abilities and affective domain. The experimental instruction was given to 40 third to sixth grade students in elementary school. Over a period of two weeks during which time they covered 40 hours worth of material from nine different chapters, three types of tests and two types of questionnaires were administered, in order to examine the effects of the experiment on the students’ vocabulary abilities and affective domain. The results are summarized as follows. First, over 90 percent of the students responded that they were satisfied with learning vocabulary using storytelling. Second, the results of the post-test show the scores greatly improved since the pre-test. Third, the results of the delayed-test show the scores are higher than the pre-test. There were positive results in the students’ affective domain. To conclude, the findings show that using Korean-English storytelling can be a powerful learning method to enhance students’ vocabulary ability. Further study should be developed but the preliminary results look promising when efficiently applied to English Education.
참고문헌 (30)
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