수준별 과업 중심의 수업을 통한 초등영어 읽기 쓰기 지도와 효과 분석
The Effects of Level-Differentiated Tasks on Primary School Student’s English Literacy
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This paper aims to examine the effects of level-differentiated-task-based teaching on the development of primary school students' English reading and writing skills. A total of 75 sixth graders (38 students of a control class, 37 students of an experimental class) were participated in the study. They were divided into an advanced group and a remedial group in a class, respectively. Each group of the experimental class was taught for 10 weeks (twice a week) through different reading and writing tasks for this study which were developed to fit for the students' different levels. To find out the results of the study, reading and writing tests, a questionnaire, and self-evaluation were administered at the end. The findings of the study are as follows; 1) level-differentiated teaching had a positive effect on the literacy development of the advanced group while it didn't influence the learning of the remedial group. 2) level-differentiated teaching contributed a lot to the students' interests and confidence in English in an advanced group but not in a remedial group.
Abstract
This paper aims to examine the effects of level-differentiated-task-based teaching on the development of primary school students' English reading and writing skills. A total of 75 sixth graders (38 students of a control class, 37 students of an experimental class) were participated in the study. They were divided into an advanced group and a remedial group in a class, respectively. Each group of the experimental class was taught for 10 weeks (twice a week) through different reading and writing tasks for this study which were developed to fit for the students' different levels. To find out the results of the study, reading and writing tests, a questionnaire, and self-evaluation were administered at the end. The findings of the study are as follows; 1) level-differentiated teaching had a positive effect on the literacy development of the advanced group while it didn't influence the learning of the remedial group. 2) level-differentiated teaching contributed a lot to the students' interests and confidence in English in an advanced group but not in a remedial group.
참고문헌 (22)
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