문법 단위로서 사고 단위에 기반을 둔 초등 예비교사의 영어 문장 끊어 읽기와 발음 능력 향상
Pre-service Primary Teachers’ Reading English Sentences with Thought Groups as Grammatical Units and their Pronunciation Improvement
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초록
This study aims to investigate how primary pre-service teachers use pauses appropriately to read English sentences with thought groups as grammatical units, and to examine how well they pronounce focus words within thought groups. Eleven participants took a pre-test and post-test, in which they read 25 English sentences with thought groups, and they pronounce focus words prominently within thought groups. The results indicated the following: 1) They put thought group boundaries in more sentences appropriately in the post-test than in the pre-test, showing a statistically meaningful difference (p<0.001). 2) Their pronunciation also improved in that they placed prominence on more accurate focus words in the post-test than in the pre-test, by stressing and lengthening the tonic syllables of focus words, which also revealed a statistically significant difference (p<0.001).
Abstract
This study aims to investigate how primary pre-service teachers use pauses appropriately to read English sentences with thought groups as grammatical units, and to examine how well they pronounce focus words within thought groups. Eleven participants took a pre-test and post-test, in which they read 25 English sentences with thought groups, and they pronounce focus words prominently within thought groups. The results indicated the following: 1) They put thought group boundaries in more sentences appropriately in the post-test than in the pre-test, showing a statistically meaningful difference (p<0.001). 2) Their pronunciation also improved in that they placed prominence on more accurate focus words in the post-test than in the pre-test, by stressing and lengthening the tonic syllables of focus words, which also revealed a statistically significant difference (p<0.001).
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