초등학교 6학년 학생의 영어 발음 향상을 위한 학습 전략 분석
An Analysis of Learning Strategies to Improve English Pronunciation of Sixth Graders
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우리나라와 같은 외국어로서의 영어 교육 (EFL) 환경에서, 발음교육의 중요한 목표 중의하나는 학습자 발음의 이해도를 향상시키는 것이다. 이해도는 학습자의 나이, 모국어, 발음에대한 적성 등에 의해 영향을 받는데, 이 요인들은 주어진 것으로서 학습자 자신이 변화시킬수 있는 것은 아니다. 따라서 최근에는 교사의 지도와 학습자의 노력으로 개선시킬 수 있는발음 학습 전략에 관한 연구가 주목을 받고 있다. 일반적인 학습 전략의 대표적인 예인Oxford(1990)를 기반으로 Peterson(2000)은 체계적인 12가지의 발음 학습 전략을 설정하였으며, 이후에도 대표적인 영어 발음 학습 전략 문헌으로 인용되고 있다. 본 논문에서는 초등학교 6학년 학생들의 발음 학습 전략을 면담 기법을 통해 알아보았다. 면담 내용을 전사(transcription)하였으며 전사한 내용을 분석하였다. 관련 문헌에 나타난 결과와 유사하게 한국의 초등학생들도 구사력 수준이 높을수록 발음 학습 전략의 종류나 빈도가 하위 수준의학생들보다 우월하였다. 가장 많이 사용된 전략은 “규칙성을 가미하여 발음 연습하기”였으며, Peterson(2000)의 전략으로 제시되지 않은 특수한 전략도 몇 가지 발견되었다. 본 논문의연구 결과, 우리나라 초등영어 교육 환경에 있어 발음 학습 전략의 중요성이 확인되었으며,따라서 교사는 발음 학습 전략에 대해 보다 정확히 이해하고 수업에 응용할 수 있어야 함을알 수 있었다. 후속 연구에서는 본 논문에서 사용된 면담 기법뿐만 아니라 일기 등 다양한방식을 활용한 초등영어 발음 학습 전략에 대한 연구가 필요할 것으로 보인다.
Abstract
One of the most important goals in teaching English pronunciation in an EFL setting is to improve learners’ intelligibility, which depends on many factors such as learners’ age, native language, and aptitude. Unfortunately, however, these cannot be changed or improved. For this reason, much attention has been paid for a factor that can be changed and improved. That factor is the pronunciation learning strategy, which has been studied comprehensively by Peterson (2000), who applied general learning strategies developed by Oxford (1990). The goal of this paper was to find English pronunciation learning strategies used by sixth graders. The students’ responses were elicited, recorded, and transcribed. The results of the transcription were analyzed in terms of the 12 strategies developed by Peterson (2000). It was found that the participants did not use all the 12 strategies and that some of the strategies were used much more often than the others. It was also found that the higher-level students used more kinds of strategies and more frequently than the lower-level students, which confirmed the results of the previous research. In addition, some pronunciation learning strategies were found that did not belong to any of the strategies suggested by Peterson (2000). It is concluded that teachers should be aware of the importance of strategies in teaching English pronunciation, and that the future research should be carried out using other methods such as a diary method to see if the results of the current study can be replicated.
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