초등영어 교육에 적용한 장르중심적 쓰기 활동에 대한 연구
A Study on the Implementation of Genre-Based Writing Activities to the Elementary English Education
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참고문헌
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초록
The purpose of this study is to apply genre-based writing activities to elementary school students. In order to accomplish this purpose, sixty one 5th graders and fifty eight 6th graders participated in this study. The genre-based writing activities are developed on the basis of writing activities provided in the English textbooks. However, the genre-based writing activities used in this study are more focused on the meaningfulness and usefulness of the writing activities practiced in the context of genre. To compare the result of the study, the writing parts of the YLE test were used for the pre- and post- writing tests for this study. At the end of the tests, 6th grade students were asked to write 5 English sentences that they can write and 5th grrade students were asked to write 10 English words that they can write. The words and sentences these students wrote were complied into two text files and analyzed to compared the frequency of the words among groups. Also, pre- and post- questionnaires to investigate participants’ attitude toward writing were also administered. The results of the study are as follows. First, even though the results of the writing tests did not show statistically significant increase in the experimental groups’ writing test scores, their attitude toward writing activities were statistically significantly improved through genre-based writing activities. The result of the corpus analysis showed that the sixth grade students in experimental group used more various words in their post writing tasks and they seemed to remember more words they learned through the genre-based writing activities.
Abstract
The purpose of this study is to apply genre-based writing activities to elementary school students. In order to accomplish this purpose, sixty one 5th graders and fifty eight 6th graders participated in this study. The genre-based writing activities are developed on the basis of writing activities provided in the English textbooks. However, the genre-based writing activities used in this study are more focused on the meaningfulness and usefulness of the writing activities practiced in the context of genre. To compare the result of the study, the writing parts of the YLE test were used for the pre- and post- writing tests for this study. At the end of the tests, 6th grade students were asked to write 5 English sentences that they can write and 5th grrade students were asked to write 10 English words that they can write. The words and sentences these students wrote were complied into two text files and analyzed to compared the frequency of the words among groups. Also, pre- and post- questionnaires to investigate participants’ attitude toward writing were also administered. The results of the study are as follows. First, even though the results of the writing tests did not show statistically significant increase in the experimental groups’ writing test scores, their attitude toward writing activities were statistically significantly improved through genre-based writing activities. The result of the corpus analysis showed that the sixth grade students in experimental group used more various words in their post writing tasks and they seemed to remember more words they learned through the genre-based writing activities.
참고문헌 (22)
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