균형적 문해 접근법이 초등학생들의 저널 쓰기 능력 미치는 영향
The Effect of Modified Balanced Literacy Approach on Korean Elementary School Students’ English Journal Writing
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초록
The purpose of this study is to investigate how a modified balanced literacy approach affects Korean elementary school students’ English literacy skills, especially their English writing skill. It also suggests pedagogical implications on how to teach English literacy skills more effectively to Korean elementary students. Twenty four elementary school children participated in this research. Their writing samples, and literacy tests scores were used for analysis. The students’ writing samples were collected one time a week while those students were involved in an immersion English program which lasted for four-week period as an extracurricular program. For the analysis, the researcher’s continuous and repetitive perusal has been adapted to find out the meaningful breakthroughs in those writing samples, in terms of the understanding of syntactic structure, spelling and vocabulary, and the given content. Korean EFL elementary students are commonly likely to commit errors in using verbs, and seem to have most errors in wring spellings of vocabulary. Also the evidence of their code switch of English and Korean was found in Korean EFL students’ writing samples. Based on the results of the study, several pedagogical implications for more effective literacy instruction are suggested.
Abstract
The purpose of this study is to investigate how a modified balanced literacy approach affects Korean elementary school students’ English literacy skills, especially their English writing skill. It also suggests pedagogical implications on how to teach English literacy skills more effectively to Korean elementary students. Twenty four elementary school children participated in this research. Their writing samples, and literacy tests scores were used for analysis. The students’ writing samples were collected one time a week while those students were involved in an immersion English program which lasted for four-week period as an extracurricular program. For the analysis, the researcher’s continuous and repetitive perusal has been adapted to find out the meaningful breakthroughs in those writing samples, in terms of the understanding of syntactic structure, spelling and vocabulary, and the given content. Korean EFL elementary students are commonly likely to commit errors in using verbs, and seem to have most errors in wring spellings of vocabulary. Also the evidence of their code switch of English and Korean was found in Korean EFL students’ writing samples. Based on the results of the study, several pedagogical implications for more effective literacy instruction are suggested.
참고문헌 (17)
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