영어 문법 형태소 지도를 위한 명시적 문법지도 방안
Teaching Explicit Grammar for English Grammatical Morpheme on Korean Elementary School Students
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The purpose of this study was to examine the effects of English explicit grammar teaching in accordance with the acquisition order of morphemes to elementary school learners. The acquisition order of morphemes is based on Dulay and Burt’s study (1974): articles, corpus be, progressive -ing, plural -s, Auxiliary be, past regular -ed, past irregular, Possessive-‘s, and third person –s. The participants of this study are 28 elementary school students and were divided into two groups. Only experimental group learned the English grammar morphemes explicitly. During the explicit grammar lessons, experimental group’s learners were writing English diaries twice a week for the ten-week period. The pre- and post- tests were conducted to find the effects of explicit grammar teaching on elementary school learners. These tests consisted of 4 questions each nine morphemes, total 36 questions. The result of this study, there was significant relationship between the students' affective domains and explicit English grammar teaching. Their interest and confidence in grammar studying improved significantly through the lessons. The writing English diaries showed a positive effect on student's affective domains and their grammar ability as well.
Abstract
The purpose of this study was to examine the effects of English explicit grammar teaching in accordance with the acquisition order of morphemes to elementary school learners. The acquisition order of morphemes is based on Dulay and Burt’s study (1974): articles, corpus be, progressive -ing, plural -s, Auxiliary be, past regular -ed, past irregular, Possessive-‘s, and third person –s. The participants of this study are 28 elementary school students and were divided into two groups. Only experimental group learned the English grammar morphemes explicitly. During the explicit grammar lessons, experimental group’s learners were writing English diaries twice a week for the ten-week period. The pre- and post- tests were conducted to find the effects of explicit grammar teaching on elementary school learners. These tests consisted of 4 questions each nine morphemes, total 36 questions. The result of this study, there was significant relationship between the students' affective domains and explicit English grammar teaching. Their interest and confidence in grammar studying improved significantly through the lessons. The writing English diaries showed a positive effect on student's affective domains and their grammar ability as well.
참고문헌 (20)
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