애니메이션을 활용한 아랍어 듣기 수업의 효과 연구 – 정의적 요인을 중심으로 -
The Effect of Animation on Arabic Listening Skills: A Focus on Affective Factors
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The purpose of this study is to investigate the effect of animation on Arabic learners’ listening skills, focusing on the learners’ motivation, interest, and self-esteem. Animation provides very useful material to learn Arabic when considering students' affective factors: motivation, interest, and self-esteem. To verify the usefulness of the animation as a study material, I raised three questions as follows. First, does teaching listening through animation raise students' interest and motivation for listening? Second, can learning Arabic listening through animation help students to improve self-esteem for listening? Third, can students learn vocabulary effectively in listening class through animation?The results of this study are as follows. First, students showed remarkable improvement of their interest and motivation for listening. Second, students gained a lot of self-esteem with respect to their listening skills after using animation as a study material. Third, students learned vocabulary effectively, as the test results showed. In conclusion, this study shows that animations can be a useful material for Arabic listening class. According to the result, it is highlyrecommended that teachers make full use of animations to inspire students' interest and self-confidence as well as to improve students' motivation. However, it is most important that the animation selected for teaching material is closely connected to regular in-class curriculum. Also, further research for effective use of in-the-market animations is recommended.
Abstract
The purpose of this study is to investigate the effect of animation on Arabic learners’ listening skills, focusing on the learners’ motivation, interest, and self-esteem. Animation provides very useful material to learn Arabic when considering students' affective factors: motivation, interest, and self-esteem. To verify the usefulness of the animation as a study material, I raised three questions as follows. First, does teaching listening through animation raise students' interest and motivation for listening? Second, can learning Arabic listening through animation help students to improve self-esteem for listening? Third, can students learn vocabulary effectively in listening class through animation?The results of this study are as follows. First, students showed remarkable improvement of their interest and motivation for listening. Second, students gained a lot of self-esteem with respect to their listening skills after using animation as a study material. Third, students learned vocabulary effectively, as the test results showed. In conclusion, this study shows that animations can be a useful material for Arabic listening class. According to the result, it is highlyrecommended that teachers make full use of animations to inspire students' interest and self-confidence as well as to improve students' motivation. However, it is most important that the animation selected for teaching material is closely connected to regular in-class curriculum. Also, further research for effective use of in-the-market animations is recommended.
참고문헌 (16)
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