영어 몰입수업의 담화유형과 학생 오류 연구: 대립균형 교수학습활동의 적용
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초록
This study is designed to examine the effects of an actual application of counterbalanced teaching methodology and its strategic models for content-language integrated learning in English immersion education. The primary purpose of the study is to investigate that NoF (Negotiation of Form) discourse types are significantly different according to grades, students, and teachers when counterbalanced teaching/learning activities are used. Another purpose is to know the extent to which students' linguistic errors occur at the same situation. Counterbalanced strategic models were developed to be used for this study. The results of this study showed almost identical high measures in students' English use among 6 classrooms which consist of grades 1 and 2, 3 classes for each grade, and 6 English teachers and 102 students. Above the average 80% was achieved in every class when counterbalanced strategic models are used with QS (Question-Student) techniques continuously providing elicitation feedbacks and cued questions by the teachers. Consequently, teacherinitiating NoF discourse type is highly effective, and counterbalanced strategic models and activities are very productive to maximize students' English use and correct their linguistic errors.
Abstract
This study is designed to examine the effects of an actual application of counterbalanced teaching methodology and its strategic models for content-language integrated learning in English immersion education. The primary purpose of the study is to investigate that NoF (Negotiation of Form) discourse types are significantly different according to grades, students, and teachers when counterbalanced teaching/learning activities are used. Another purpose is to know the extent to which students' linguistic errors occur at the same situation. Counterbalanced strategic models were developed to be used for this study. The results of this study showed almost identical high measures in students' English use among 6 classrooms which consist of grades 1 and 2, 3 classes for each grade, and 6 English teachers and 102 students. Above the average 80% was achieved in every class when counterbalanced strategic models are used with QS (Question-Student) techniques continuously providing elicitation feedbacks and cued questions by the teachers. Consequently, teacherinitiating NoF discourse type is highly effective, and counterbalanced strategic models and activities are very productive to maximize students' English use and correct their linguistic errors.
참고문헌 (25)
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