기능과 형식의 관계에 주목을 유도하는 지도가초등 6학년의 영어 능력에 미치는 효과
Effects of the Instruction Drawing the Learners’ Attention to Function-form Relationships on 6th Grade Learners’ Language Skills
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The purpose of this paper is investigate the effects of the instruction in which the learners’ attention was drawn to function-form relationships on 6th grade elementary school learners’ language skills. Three classes were selected: one for the experimental group and two for control groups. The experimental group was provided with function-form relationship-focused instructions involving four basic sentence structures in communicative contexts. Control group A was also provided with vocabulary-focused instructions involving four basic sentence structures in communicative contexts. Control group B was taught based on the Teachers’ Guide for the textbook in which most activities were vocabulary- focused and only some of the four basic sentence structures were given in each lesson unit. An immediate post test and a delayed post test three weeks after instruction was administered. As a result, the experimental group showed significant differences in speaking and listening. They also responded positively in all affective areas.
Abstract
The purpose of this paper is investigate the effects of the instruction in which the learners’ attention was drawn to function-form relationships on 6th grade elementary school learners’ language skills. Three classes were selected: one for the experimental group and two for control groups. The experimental group was provided with function-form relationship-focused instructions involving four basic sentence structures in communicative contexts. Control group A was also provided with vocabulary-focused instructions involving four basic sentence structures in communicative contexts. Control group B was taught based on the Teachers’ Guide for the textbook in which most activities were vocabulary- focused and only some of the four basic sentence structures were given in each lesson unit. An immediate post test and a delayed post test three weeks after instruction was administered. As a result, the experimental group showed significant differences in speaking and listening. They also responded positively in all affective areas.
참고문헌 (29)
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