수준별 영어 수업 실시 여부에 따른 중학생의 영어능력 향상도 분석
The Effect of Level-Differentiated English Classes on Korean Middle School Students’ English Achievement
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The purpose of this study is to analyze the effecte of level- differentiated English classes on Korean 7th graders’ English achievement. In order to accomplish this, 76 7th-grade students (categorized into basic, intermediate, advanced) in one middle school, and 77 7th-grade students (taught in the mixed-ability class) in the other middle school were chosen. Scores of listening tests and mid-term and final exams, the questionnaire for students’ affective domain were used for analysis. Those test scores were analyzed with the Paired Two samples t-test. The data analysis indicated that the score change of advanced and intermediate students in level- differentiated classes was statistically significant. The average test score of the intermediate and basic group students didn’t show a meaningful decrease. Second, there was no meaningful change in the average score of listening test. Basic group students showed low affective attitude in both the level-differentiated classes and the mixed-ability classes. Therefore, more attention should be given to basic level students, in regards to motivating those students.
Abstract
The purpose of this study is to analyze the effecte of level- differentiated English classes on Korean 7th graders’ English achievement. In order to accomplish this, 76 7th-grade students (categorized into basic, intermediate, advanced) in one middle school, and 77 7th-grade students (taught in the mixed-ability class) in the other middle school were chosen. Scores of listening tests and mid-term and final exams, the questionnaire for students’ affective domain were used for analysis. Those test scores were analyzed with the Paired Two samples t-test. The data analysis indicated that the score change of advanced and intermediate students in level- differentiated classes was statistically significant. The average test score of the intermediate and basic group students didn’t show a meaningful decrease. Second, there was no meaningful change in the average score of listening test. Basic group students showed low affective attitude in both the level-differentiated classes and the mixed-ability classes. Therefore, more attention should be given to basic level students, in regards to motivating those students.
참고문헌 (24)
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