한국인 영어 부진 중학생의 듣기와 읽기 발달 사례 연구
A case study on underachievers’ development in English listening and reading at Korean middle school
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초록
The main purpose of the current study is to qualitatively investigate middle school underachievers’ learning difficulty and improvement in English. The data were collected for 11 weeks from seven middle school underachievers through a survey, English diagnostic tests, individual counselling, and extracurricular lessons. The results showed a consistent tendency for the participants to improve their English proficiency across three groups (i.e., Spelling-and-sound group, Vocabulary group, Sentence group). The research provided a promising teaching model, composed of individualized and efficient extracurricular lessons, using textbooks and tests developed for mainstream students. In particular, practice activities of spelling and sound relationship were emphasized as a critical component for English development by both Spelling-and-sound group and Vocabulary group with some convincing evidence from individual counselling. Finally, the study suggested a possibility that there might be a positive correlation between underachievers’ motivation and the degree of their achievements.
Abstract
The main purpose of the current study is to qualitatively investigate middle school underachievers’ learning difficulty and improvement in English. The data were collected for 11 weeks from seven middle school underachievers through a survey, English diagnostic tests, individual counselling, and extracurricular lessons. The results showed a consistent tendency for the participants to improve their English proficiency across three groups (i.e., Spelling-and-sound group, Vocabulary group, Sentence group). The research provided a promising teaching model, composed of individualized and efficient extracurricular lessons, using textbooks and tests developed for mainstream students. In particular, practice activities of spelling and sound relationship were emphasized as a critical component for English development by both Spelling-and-sound group and Vocabulary group with some convincing evidence from individual counselling. Finally, the study suggested a possibility that there might be a positive correlation between underachievers’ motivation and the degree of their achievements.
참고문헌 (18)
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