초등학생의 영어 스펠링 발달 양상
Aspects on English spelling development of Korean elementary school children
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초록
The purpose of this study is to discover whether or not there is a developmental aspect of primary school children's spelling. For this study, three students' spelling samples were collected and analyzed from five different points during a period of seven months. The collected data were analyzed by two different methods: spelling accuracy analysis and error analysis. The analyzed data revealed that three students spelling followed the developmental aspects of spelling by and large, although their spelling showed fluctuation of development. Individual student's spelling progressed from ‘the letter name stage’ to ‘the within word pattern stage’ or from ‘the within word pattern stage’ to ‘the derivational word stage’, or stayed only in ‘the within word pattern stage’. In particular, the spelling error analysis presented rich evidence that students used various orthographic knowledge for spelling on the basis of their current spelling knowledge. The data also showed that students acquired spelling pattern for simple words such as short vowel words or long vowel words comparatively earlier, whileas they had difficulties to spell the complex words such as r-influenced words, multisyllabic words, or derivational words. Based on the results, it was suggested that children should be taught orthogrpahic knowledge on the basis of their current spelling development, and teachers should be trained to be able to provide appropriate support for effective spelling acquisition of their children.
Abstract
The purpose of this study is to discover whether or not there is a developmental aspect of primary school children's spelling. For this study, three students' spelling samples were collected and analyzed from five different points during a period of seven months. The collected data were analyzed by two different methods: spelling accuracy analysis and error analysis. The analyzed data revealed that three students spelling followed the developmental aspects of spelling by and large, although their spelling showed fluctuation of development. Individual student's spelling progressed from ‘the letter name stage’ to ‘the within word pattern stage’ or from ‘the within word pattern stage’ to ‘the derivational word stage’, or stayed only in ‘the within word pattern stage’. In particular, the spelling error analysis presented rich evidence that students used various orthographic knowledge for spelling on the basis of their current spelling knowledge. The data also showed that students acquired spelling pattern for simple words such as short vowel words or long vowel words comparatively earlier, whileas they had difficulties to spell the complex words such as r-influenced words, multisyllabic words, or derivational words. Based on the results, it was suggested that children should be taught orthogrpahic knowledge on the basis of their current spelling development, and teachers should be trained to be able to provide appropriate support for effective spelling acquisition of their children.
참고문헌 (26)
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