수준별 과학-영어 내용중심 수업에서의 초등학생 영어의사소통능력향상에 대한 연구
A study on student improvement of English communication ability through differentiated content-based language teaching in an elementary school
1
조회
0
다운로드
18
인용
0
참고문헌
키워드
초록
The goal of the present study is to examine student improvement of English communication ability through differentiated content-based language teaching in an elementary school. The experimental instructions were given for one year to a total of six hundred thirty five (N=635) elementary school students, who were grouped into three levels–Advanced, Intermediate, Beginning– based on the results of English language tests prior to the study. To examine how the students improved their English communication ability, the statistical analysis was conducted with the results from the pre-test and the post-test of listening, speaking, and reading-writing in English. The data analysis has shown that 1) all the three groups performed significantly better in the post-test than the pre-test, 2) there were significant group differences found in the post-test, and 3) there were significant grade differences found in the post-test. These results imply that the participating students could greatly benefit from differentiated content-based language teaching. Suggestions for better implementing differentiated content-based language teaching into a classroom are discussed.
Abstract
The goal of the present study is to examine student improvement of English communication ability through differentiated content-based language teaching in an elementary school. The experimental instructions were given for one year to a total of six hundred thirty five (N=635) elementary school students, who were grouped into three levels–Advanced, Intermediate, Beginning– based on the results of English language tests prior to the study. To examine how the students improved their English communication ability, the statistical analysis was conducted with the results from the pre-test and the post-test of listening, speaking, and reading-writing in English. The data analysis has shown that 1) all the three groups performed significantly better in the post-test than the pre-test, 2) there were significant group differences found in the post-test, and 3) there were significant grade differences found in the post-test. These results imply that the participating students could greatly benefit from differentiated content-based language teaching. Suggestions for better implementing differentiated content-based language teaching into a classroom are discussed.
참고문헌 (23)
- 강후동, "영어·미술 통합수업을 통한 내용중심 초등영어교육 프로그램의 효과성 연구", 초등영어교육, 15(1), pp.59~86 (2009), 한국초등영어교육학회
- 교육부, "초등학교 교육 과정 해설", 교육부, ~ (1997)
- 교육인적자원부, "초중등학교 교육과정", 교육인적자원부, ~ (2007)
- 김미희, "초등 영어교육의 교과교차적 내용중심수업(CBI) 프로그램에 대한 실효성 분석", 언어학 연구, (16), pp.27~45 (2010), 한국중원언어학회
- 김영자, "내용중심 통합영어 수업모형 과정설계 : 초등 4학년 영어·과학을 중심으로", 박사, pp.2008
- 김유신, "초등 영어-사회과 내용중심 통합 교수-학습의 효과", 석사, pp.2010
- 김정렬, "초등학교 영어,과학 내용 중심 통합 수준별 수업의 효과", 영어교육연구, 17(2), pp.105~134 (2005), 팬코리아영어교육학회
- 김혜정, "과학과 내용중심 영어 수업을 통한 의사소통능력 향상 방안", 석사, pp.2010
- 배지영, "영어·미술 내용중심 통합학습이 초등학생 듣기·읽기 능력 및 정의적 영역에 미치는 영향", 석사, pp.2009
- 신경원, "수준별 이동수업에 따른 교실영어가 학업 성취도 및 정의적 태도에 미치는 영향", 석사, pp.2006
- 신수진, "영어·과학 내용 중심 통합 학습이 초등학교 학생들의 영어 능력과 정의적 태도에 미치는 영향", 석사, 초등영어교육, pp.2007
- 신인숙, "영어과 수준별 이동수업에 대한 학년과 집단에 따른 인식 비교", 영어교육, 60(2), pp.223~243 (2005), 한국영어교육학회
- 양윤정, "초등학교 수준별 영어수업에서 한국인 교사와 원어민 교사의 학생과의 상호작용 유형 분석", 석사, pp.2011
- 윤상미, "교육과정의 수준별 적용을 통한 의사소통 능력 신장", 석사, pp.2004
- 이경실, "영어과 수준별 이동수업에 대한 각 수준별 학생의 정의적 반응과 인식 연구", 석사, pp.2009
- 이선아, "초등영어와 과학의 내용 중심 통합 수업의 효과", 초등영어교육, 10(1), pp.159~199 (2004), 한국초등영어교육학회
- 정정숙, "동화를 활용한 초등영어 수준별 학습지도", 석사, pp.2010
- 최미정, "주제중심의 초등영어 수준별 통합수업의 인지적·정의적 효과", 초등영어교육, 15(1), pp.31~57 (2009), 한국초등영어교육학회
- Brinton, D., "Content-based second language instruction" (2003), The University of Michigan Press
- Met, M., "Learning language through content : Learning content through language", Foreign Language Annals, 24(4), pp.281~295 (1991)
- Snow, A., "A conceptual framework for the integration of language and content in second", foreign language programs, 1989, pp.23(2), 201~217
- Stryker, S., "Content-based instruction in foreign language education: Models and methods" (1997), Georgetown University Press
- Swain, M., "Communicative competence: Some roles of comprehensible input and comprehensible output in its development, In Input in second language acquisition", pp.235~253 (1985), Newbury House