초등 영어 수업에서 파닉스 기반 읽기 지도에 관한 실태 조사
A Survey of Teaching Phonics-based Reading in Elementary School English Classrooms
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This paper aims to survey the current situation in which phonics-based reading has been taught to third and fourth graders and propose effective strategies for teaching phonics-based reading in the elementary school English classroom. The results of the survey are as follows: Although most teachers recognized the necessity of teaching phonemic awareness and phonics-based reading, they were not very satisfied with teaching contents, times, activities and materials included in the textbooks in terms of students' achievement and involvement. Phonics-based activities in the textbooks focused mainly on typical controlled practice. But teachers wanted to use various activities like games, songs, etc. which students can be actively involved in. Almost half of the teachers were not very satisfied with their own methods to teach reading based on phonics, because they were unacquainted with the phonics approach and did not feel competent with their phonics-based teaching techniques. Only a few teachers completed in-service teacher training programs for teaching phonics-based reading. But most teachers wanted to participate in the future programs. In conclusion, it is suggested that various activities for teaching phonics-based reading be developed and distributed among classrooms, and the range of teaching contents and times be sufficiently extended, and finally, teacher training programs for phonics approach be built up and available to any teachers wishing to attend them.
Abstract
This paper aims to survey the current situation in which phonics-based reading has been taught to third and fourth graders and propose effective strategies for teaching phonics-based reading in the elementary school English classroom. The results of the survey are as follows: Although most teachers recognized the necessity of teaching phonemic awareness and phonics-based reading, they were not very satisfied with teaching contents, times, activities and materials included in the textbooks in terms of students' achievement and involvement. Phonics-based activities in the textbooks focused mainly on typical controlled practice. But teachers wanted to use various activities like games, songs, etc. which students can be actively involved in. Almost half of the teachers were not very satisfied with their own methods to teach reading based on phonics, because they were unacquainted with the phonics approach and did not feel competent with their phonics-based teaching techniques. Only a few teachers completed in-service teacher training programs for teaching phonics-based reading. But most teachers wanted to participate in the future programs. In conclusion, it is suggested that various activities for teaching phonics-based reading be developed and distributed among classrooms, and the range of teaching contents and times be sufficiently extended, and finally, teacher training programs for phonics approach be built up and available to any teachers wishing to attend them.
참고문헌 (26)
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