팝송 듣기와 받아쓰기를 조합한 영어 수업 모형의 효과
The Effect of Using an English-Teaching Model Through Pop Songs and Dictation for Middle School Students
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This study aims to develop and apply an English-teaching model through pop songs and dictation for middle school students. The subjects chosen for this experiment were 40 students of 7th grade at a middle school in Iksan and they were divided into the 20 students in experimental group and the other 20 students in control group. The experimental group was instructed with an English-teaching model using pop songs and dictation, while the control group was instructed through dictation. The experiment was carried out three times a week for three months from March, 2015 through May, 2015. The two instruments used for this study were an English National Assessment of Educational Achievement and a survey of learners' affective factors and attitudes. The experiment has yielded such findings as follows: First, the English-teaching model using pop songs and dictation showed a positive effect on learners' English receptive skills. Second, using the English-teaching model through pop songs and dictation also brought about the effect of making meaningful changes on the experimental students' affective factors and attitudes compared with the control group. In conclusion, this study indicated that the English-teaching model through pop songs and dictation has an effect on improving middle school students' receptive ability and on enhancing students' affective factors.
Abstract
This study aims to develop and apply an English-teaching model through pop songs and dictation for middle school students. The subjects chosen for this experiment were 40 students of 7th grade at a middle school in Iksan and they were divided into the 20 students in experimental group and the other 20 students in control group. The experimental group was instructed with an English-teaching model using pop songs and dictation, while the control group was instructed through dictation. The experiment was carried out three times a week for three months from March, 2015 through May, 2015. The two instruments used for this study were an English National Assessment of Educational Achievement and a survey of learners' affective factors and attitudes. The experiment has yielded such findings as follows: First, the English-teaching model using pop songs and dictation showed a positive effect on learners' English receptive skills. Second, using the English-teaching model through pop songs and dictation also brought about the effect of making meaningful changes on the experimental students' affective factors and attitudes compared with the control group. In conclusion, this study indicated that the English-teaching model through pop songs and dictation has an effect on improving middle school students' receptive ability and on enhancing students' affective factors.
참고문헌 (26)
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