내용중심 영어ㆍ미술 통합 학습의 초등교실 현장 적용 연구
The Effects of Content-Based Art Instruction on Elementary School Students' Affective Factors and their English Listening, Reading Abilities
0
조회
0
다운로드
18
인용
0
참고문헌
키워드
초록
미술을 활용한 내용중심 통합학습은 초등학생들에게 영어 학습에 대한 흥미를 유발하여 보다 재미있고 적극 참여할 수 있게 하는 하나의 방안이 될 수 있다. 본 연구의 목적은 실험연구를 통해 초등교실 현장에서 영어와 미술의 내용중심 통합 학습의 적용 방안과 그 효과를 검증해 보고 이를 토대로 내용중심 통합학습의 적용에 대해 개선할 수 있는 방안을 제시하는 것이다. 이를 위해 미술과의 내용 중 영어와의 통합이 가능한 주제를 추출하여 다양한 미술활동과 결합하여 초등학생에게 적용하여 그들의 듣기․읽기 영역과 정의적 영역에 어떠한 영향을 미치는지 연구해 보았다. 그리고 미술을 활용한 내용중심 통합학습의 특성으로 인해 수준별 집단에 미치는 영향이 다를 것이라는 예상을 토대로 연구를 진행했다. 본 연구의 결론은 다음과 같다. 1) 영어․미술 내용중심 통합학습이 초등학생의 듣기와 읽기 능력, 그리고 정의적 영역에 긍정적인 영향을 끼친다. 2) 미술 수업의 특징으로 인해 작품 활동을 하는 동안 체계적인 듣기 입력 자료의 개발과 적용이 필요하다. 3) 수준별 집단 중 하집단에 미술을 활용한 내용중심 통합학습의 효과가 더 큰 것으로 나타났으므로, 단순한 시각적 자료로 그치지 않고 다양한 문자 언어를 포함한 자료의 개발이 필요하다. 4) 과제의 특성상 가정과 연계가 가능하여 과제를 통한 지속적인 노출에 용이하다
Abstract
The purpose of this study was to provide opportunities for students to communicate in English through an art class. The current English education in South Korea for fourth graders focuses largely on listening and verbal communication. In Korea, where students do not have many opportunities to practice English outside the class, more opportunities should be provided to communicate in English through content-based classes. Thus, it is essential to develop an effective curriculum to help students develop their confidence in English communication through content-based instruction. In the current study, fourth grade students in an elementary school in Busan were selected to study the effects of English communication integrated in an art class. The experimentation class combined art curriculum in their class activities. An English listening and reading test was also given to the experimentation class in order to measure the increase of the students' listening and reading abilities after the treatment. Furthermore, a survey on the interest level, confidence, self-discipline, and academic participation of the students were also conducted for the study. Positive effects on the learners' listening and reading abilities, as well as the affective factors, were expected to be found. This hypothesis was studied and observed according to high, middle, and low levels. In addition, the effects of the gender variable (boys vs. girls) was examined as well. The results are as follows. First, content-based art instruction improved the students' English listening and reading abilities. Students were able to integrate the content using previously-learned knowledge from different art-related activities, which allowed them to read and to listen naturally in an English-speaking context. Second, the study also showed positive effects of the learners' interest, confidence, self-discipline, and academic participation. Additionally, content-based art instruction led to learning through various art activities, and gave the students an enhanced interest in English. Students were stimulated to use English more positively because they had already learned the content from previous art-related activities. Third, the study was more effective with low level students. There was a meaningful improvement in the low level students' English listening, reading abilities. There were no meaningful differences in the cognitive test results for the students' gender; however, content-based art instruction was meaningful for the girls' parts. In conclusion, the current study increased the listening and reading abilities of the students and had a positive impact on the English class. Moreover, content-based art instruction was more effective with low level students because they were able to study English through various art-related activities.
참고문헌 (38)
- 김동군, "체험 활동을 통한 초등학교 영어 수업에 관한 실험 연구", 석사, pp.1999
- 김정렬, "영어과 교수-학습 방법론" (2001), 한국문화사
- 김정렬, "초등영어통합교육론" (2003), 한국문화사
- 김진철, "초등영어교수법" (1998), 학문출판
- 문관룡, "통합교과지도론" (1995), 교육출판사
- 부경순, "초등학교에서의 통합적인 영어교육", 초등영어교육, 5(2), pp.109~137 (1999)
- 이승언, "동화를 활용한 주제중심 통합학습이 초등학생의 듣기·말하기·읽기 능력 및 정의적 영역에 미치는 영향", 석사, pp.2006
- 이완기, "초등영어교육론" (1996), 문진당
- 이은주, "초등학교 3학년 영어·미술 통합 수업 효과에 관한 연구", 석사, pp.2007
- 이재근, "통합적 초등영어 교육을 위한 이론과실제적 접근", 교원교육, 19(1), pp.247~269 (2003)
- 정동빈, "최신 언어 교수법" (2003), 경문사
- 정수연, "내용중심의 영어와 과학 통합 언어지도 방안", 석사, pp.2003
- 조수련, "영어 몰입 미술수업이 영어 및 미술교과 성취에 미치는 영향", 석사, pp.2006
- 허은실, "영어-미술 내용중심통합학습 효과에 관한 연구:초등학교 2~3학년을 중심으로", 석사, pp.2006
- 허인선, "초등학교 미술과 영어 몰입학습 효과에 관한 연구", 석사, pp.2004
- 황선아, "미술과와 영어과의 통합 지도 방안-초등학교 5,6학년을 중심으로", 석사, pp.2005
- 황현하, "주제 통합적 접근에 의한 열린 미술 교육 적용 방안-초등학교 6학년을 중심으로", 석사, pp.1999
- Anderson,G.S, "A whole language approach to reading" (1984), University Press of America
- APEID, "Integrating subjects areas in the primary education curriculum, A joint Innovative project" (1982), UNESCO Regional Office for Education in Asia and the Pacific
- Brinton, D. M., "Content-based second language instruction" (1989), Newbury House
- Brown. H. Douglas, "Teaching by principles: An interactive approach to language pedagogy" (2001), Longman
- Cantoni-Harvey, G., "Content-area language instruction: Approaches and strategies" (1987), Addosion Wesley
- Cummins, J., "The role of primary language development in promoting educational success for language minority students. In schooling and language minority students: A theoretical framework", California State University Evaluation, Dissemination, and Assessment Center, ~ (1981)
- Curtain, H. A., "Integrating language and content instruction", ERIC, 1986, pp.9(2), 8~9
- Deway,J, "Experience and education" (1938), Dober Publisher
- Halliwell,S, "Teaching English in the primary classroom" (1992), Longman
- Halliwell, S., "Cross curricular approaches with young language learners", Young Learners Special Interest Group, 17(3), pp.3~5 (1997)
- Goodman, K. S., "Roots of the Whole Language Movement", The Elementary School Journal, 90(2) (1986)
- Ingram,J.B, "Curriculum integration an lifelong education" (1979), Prgamon Press
- Leaver, B. L., "Content-based instruction for foreign language classroom", Foreign Language Annals, 22(3), pp.269~275 (1989)
- Krashen,S.D, "Immersion: Why it works and what it has taught us", Language and Society, 12, pp.61~64 (1984)
- Met,M, "Learning language through content: Learning content through language", Foreign Language Annals,, 24(4), pp.281~295 (1991)
- Mohan,B.A, "Language and content reading" (1986), Addison Wesley
- Numan,D, "Communicative tasks and the language curriculum", TESOL Quarterly, 25(2), pp.279~295 (1991)
- Phillips,S, "Young learners" (1993), Oxford University Press
- Snow,M.A, "Teaching language through content, In Teaching English as a second or foreign language (2nd ed.)", pp.101~106 (1991), Heinle & Heinle
- Snow, M. A., "A conceptual framework for the integration of language and content in second", foreign language instruction, 1989, pp.23(2), 201~217
- Swain, M., "Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Input in second language acquisition" (1985), Newbury House