가요를 개사한 노래 활동이 초등영어교육에 미치는 효과
The pedagogical effects of using Korean pop songs with modified lyrics on elementary school English education.
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The goal of English education in elementary schools is to increase students’ interest in learning English and to help them achieve basic oral communication skills. One effective way to help children learn English with fun is to use songs since children often happily hum lines of songs on their own. Specifically, in this research, songs that children are familiar with were chosen, and their lyrics were suitably modified for target learners to be able to learn English with more interest. The purpose of this study is to investigate the effects of teaching English using Korean pop songs with modified lyrics on elementary students' English listening proficiency and affective domains (selfesteem,interests, and feeling of anxiety). The students in six 6th grade classes participated in the experiment, with nine of them being interviewed and their comments analyzed qualitatively. The results indicated that teaching English using pop songs with modified lyrics proved helpful to the students’ listening ability and affective domains regardless of students’ proficiency on listening skill.
Abstract
The goal of English education in elementary schools is to increase students’ interest in learning English and to help them achieve basic oral communication skills. One effective way to help children learn English with fun is to use songs since children often happily hum lines of songs on their own. Specifically, in this research, songs that children are familiar with were chosen, and their lyrics were suitably modified for target learners to be able to learn English with more interest. The purpose of this study is to investigate the effects of teaching English using Korean pop songs with modified lyrics on elementary students' English listening proficiency and affective domains (selfesteem,interests, and feeling of anxiety). The students in six 6th grade classes participated in the experiment, with nine of them being interviewed and their comments analyzed qualitatively. The results indicated that teaching English using pop songs with modified lyrics proved helpful to the students’ listening ability and affective domains regardless of students’ proficiency on listening skill.
참고문헌 (22)
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