유추 활동이 초등학생의 영어 단어 읽기, 쓰기에 미치는 영향
Effects of Analogy on Primary School Students’ Word Reading and Writing
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참고문헌
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초록
본 연구의 목적은 영어 읽기를 처음 시작하는 우리나라 초등학생들이 단어 인지과정에서 소리와 철자의 지식을 활용함에 있어 유추 활동이 읽기, 쓰기에 영향을미치는지를 분석하고자 한 것이다. 이를 위해 소리-철자 관계를 체계적으로 학습할 수 있도록 단서 단어와 전이단어를 선정하여, 10주 동안 실험을 실시하였다. 소리와 철자 관계의 유추 활동을 위해 포노그램을 활용한 철자 조각(letter tile)을 사용하였다. 연구 결과, 유추 활동이 학생들의 음운인식, 읽기, 쓰기에 모두유의미한 영향을 미치는 것으로 확인되었다. 특히, 학생들이 철자조각을 활용함으로써 새로운 단어를 읽고 쓸 때, 유추 전략을 사용하는 것으로 나타났으며 스펠링 패턴 인식에 효과적이었다. 연구 결과를 바탕으로 교육과정 어휘 목록의 수정보완, 교과서 내용의 개선책, 현장 적용 방안을 제시하였다.
Abstract
This study is to investigate the effectiveness of analogy strategy on word reading and writing. 65 elementary school fourth graders were sampled as subjects. The experimental group was engaged in a variety of analogy activities using letter tiles over a period of ten weeks, whereas the control group was taught by traditional reading and writing methods, such as ordinary flash cards and spelling activities. After the experiment was conducted, the t-test was utilized to make a statistical analysis of the pre-test and post-test. The analyzed data showed the following: First, the experimental group showed significant improvement in phonological skills, word reading, and word writing compared to that of the control group. This finding signifies that analogies are effective for word recognition and spelling. Secondly, analogy instruction using letter tiles improved the reading and writing ability of, in particular, transfer words. This signifies the positive effect of instruction focused on phoneme-grapheme correspondence by manipulating letter tiles. Given the findings of the study, suggestions for better literacy instruction in the primary English classroom are suggested.
참고문헌 (33)
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