영어동화와 노래를 결합한 정의적 영어수업모형의 적용 효과

Abstract

This study aims to develop and apply an English-teaching model through stories and songs for English-learners in elementary school. The study of English teaching model focuses on not only how learners increase their listening and vocabulary skills, but also how they improve their affective learning attitudes toward English. This study was conducted in an after-school English class in an elementary school for two months. The participants were 20 subjects in a control group and 20 in an experimental group. The control group learned English using an English textbook, while the experimental group learned English using stories and songs. The study tested two hypotheses. First, affective learning attitudes such as interest, motivation, confidence, and learning demeanor of the students in the experimental group would be more positive after the learning period than those of the students in the control group. Both language abilities and affective factors would be shown with tests and surveys administered before and after the two-month learning period. Second, the subjects in the experimental group, learning with English stories and songs, would make greater progress in listening and vocabulary ability than those in the control group, using the English textbook and the grammar translation method. The results of this study are summarized as follows. First, the model using English stories and songs made a meaningful difference on learner attitudes compared with the controled group. Affective survey results showed that the experimental group subjects had a significant advantage in interest, motivation, confidence, and attitude beyond the control group subjects at the end of the study period. Second, the English-teaching model using stories and songs increased listening and vocabulary abilities when compared to the teaching model using an English textbook. While both groups improved their listening and vocabulary scores, pre-tests and post-tests showed that the experimental group received significantly more enhanced scores than did the control group. According to an analysis of these results, this study advises that the English-teaching model be adopted for learners in after-school English classes in elementary schools. In particular, the teaching model through English stories and songs may improve learners’ affective learning attitudes as well as their listening and vocabulary abilities. This model seems to be effective for learners in elementary school.