초등 영어 수업에서 인지 수준에 따른 활동 유형이 발음 학습에 미치는 효과
Effects of activities based on the level of cognitive depth on pronunciation learning in elementary English classes
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초록
The premise of this research is that pronunciation is a component of communicative competence and plays a crucial role in recognizing and understanding spoken language. This study attempted to examine some effects of activities based on the level of cognitive depth on pronunciation learning in elementary English classes. In terms of the level of cognitive depth, the more decisions students make during a learning activity, and the more cognitive demanding these decisions, the better the learning results are. Along with this perspective, in this research, three types of activities for pronunciation learning were designed: one integrative activity and two analytic activities. The activities were applied to 4th grade English lessons. The effects were analyzed in terms of pronunciation learning such as segmental phonemes and supra segmental phonemes. The results show that analytic activities based on the level of cognitive depth may be better than integrative activities in terms of pronunciation learning. The level of cognitive depth can be an important factor that we should consider in designing analytic activities for pronunciation learning in elementary English classes.
Abstract
The premise of this research is that pronunciation is a component of communicative competence and plays a crucial role in recognizing and understanding spoken language. This study attempted to examine some effects of activities based on the level of cognitive depth on pronunciation learning in elementary English classes. In terms of the level of cognitive depth, the more decisions students make during a learning activity, and the more cognitive demanding these decisions, the better the learning results are. Along with this perspective, in this research, three types of activities for pronunciation learning were designed: one integrative activity and two analytic activities. The activities were applied to 4th grade English lessons. The effects were analyzed in terms of pronunciation learning such as segmental phonemes and supra segmental phonemes. The results show that analytic activities based on the level of cognitive depth may be better than integrative activities in terms of pronunciation learning. The level of cognitive depth can be an important factor that we should consider in designing analytic activities for pronunciation learning in elementary English classes.
참고문헌 (25)
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