중학교 영어 리듬 패턴 교수·학습 모형 개발 및 적용
Development and application of an English instructional model based on a rhythmic pattern in a middle school. Modern English Education
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The goal of this study is to develop and apply an English instructional model using poetic language with rhythmic patterns. Poetic language as learning materials in the EFL classroom has repetitive rhythms, which make patterns. These rhythmic patterns are known to be helpful for memory, contributing to language acquisition. In this study, the instructional model was applied to the students of two classes in S middle school for 10 periods. The experimental group was given an instructional model that deals with poetic materials in the textbook, whereas the control group was given a traditional method that treats the same materials in the textbook. The poetic materials were found in the sources like nursery rhymes, children’s poems and songs, etc. The students’ cognitive and affective ability was measured by a diagnostic test for English and an affective test developed by the researchers. The test result was analyzed by the independent samples t-test. As a result, it showed that the students that used the poetic model improved in both the cognitive and affective domain. Likewise, the data from class observation sheets and students’ after-class response sheets showed a positive result. The study proves that the instructional model, which focuses on learning with poetic language with rhythmic patterns, is efficient in developing middle-school students’ English ability.
Abstract
The goal of this study is to develop and apply an English instructional model using poetic language with rhythmic patterns. Poetic language as learning materials in the EFL classroom has repetitive rhythms, which make patterns. These rhythmic patterns are known to be helpful for memory, contributing to language acquisition. In this study, the instructional model was applied to the students of two classes in S middle school for 10 periods. The experimental group was given an instructional model that deals with poetic materials in the textbook, whereas the control group was given a traditional method that treats the same materials in the textbook. The poetic materials were found in the sources like nursery rhymes, children’s poems and songs, etc. The students’ cognitive and affective ability was measured by a diagnostic test for English and an affective test developed by the researchers. The test result was analyzed by the independent samples t-test. As a result, it showed that the students that used the poetic model improved in both the cognitive and affective domain. Likewise, the data from class observation sheets and students’ after-class response sheets showed a positive result. The study proves that the instructional model, which focuses on learning with poetic language with rhythmic patterns, is efficient in developing middle-school students’ English ability.
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