내용중심 영어 수업을 받은 초등학습자의 영어 교재 인식도 분석
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The purpose of this study was to find a way to keep children interested by applying content-based instruction to English class in EFL (English as a foreign language). Teaching English in the elementary level will be very effective if it is linked to school subjects and topics since it is more effective than simply learning English through basic communication skills. This study surveyed children and teachers after conducting theme-based instructions with EFL textbooks, as well as content-based instructions with ESL (English as a second language) and LEAP (Learning English for academic purpose) textbooks. The finding showed that children and teachers who described EFL textbooks with limited vocabularies and drill practices to be good for learning English first, but that children who used ESL textbooks with more varied topics and vocabularies associated with each subject showed improvement more quickly and deeply by using their innate language abilities of first language. The LEAP textbooks, meanwhile, were difficult for foreign students to understand without high-level reading comprehension skills. Finally, this study confirmed that children need to learn English by reinforcing concepts, content, and learning skills useful in the cross-curriculum areas because content-based instruction offers more opportunities for exploration of fact and imagination and creativity.
Abstract
The purpose of this study was to find a way to keep children interested by applying content-based instruction to English class in EFL (English as a foreign language). Teaching English in the elementary level will be very effective if it is linked to school subjects and topics since it is more effective than simply learning English through basic communication skills. This study surveyed children and teachers after conducting theme-based instructions with EFL textbooks, as well as content-based instructions with ESL (English as a second language) and LEAP (Learning English for academic purpose) textbooks. The finding showed that children and teachers who described EFL textbooks with limited vocabularies and drill practices to be good for learning English first, but that children who used ESL textbooks with more varied topics and vocabularies associated with each subject showed improvement more quickly and deeply by using their innate language abilities of first language. The LEAP textbooks, meanwhile, were difficult for foreign students to understand without high-level reading comprehension skills. Finally, this study confirmed that children need to learn English by reinforcing concepts, content, and learning skills useful in the cross-curriculum areas because content-based instruction offers more opportunities for exploration of fact and imagination and creativity.
참고문헌 (26)
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