초등영어 수업에서 교사의 발산적 질문의 적용 가능성과 그 효과에 관한 연구: 초등학교 6학년을 대상으로*
A Study on the Effects of Using the Teacher’s Divergent Questions in the Primary English Lessons: A focus on the 6th graders in the Elementary School
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The Journal of Studies in Language 27.2, 247-266. The purpose of this study is to examine the effects of using the teacher’s divergent questions in the 6th grade lessons of an Elementary School. The subjects consisted of two classes, containing a total of sixty-eight at an Elementary School in Chungcheongnam-do Province. The teacher’s divergent and convergent questions have been provided to the experiment group while the convergent questions have been only provided to the comparison group in accordance with the English curriculum. For the results of the study, tests on English speaking skills and questionnaires on the emotional domain were obtained for analysis. The results were as follows: the experiment group significantly improved in English speaking ability as compared to the control group. As for the emotional domain, the experiment group was also notably higher than the control group in terms of their interest, confidence and participation for learning English. In conclusion, the research results indicate that using the teacher’s divergent and convergent question together in the primary English lessons has several positive effects on the development of students’s English speaking and their emotional domain.
Abstract
The Journal of Studies in Language 27.2, 247-266. The purpose of this study is to examine the effects of using the teacher’s divergent questions in the 6th grade lessons of an Elementary School. The subjects consisted of two classes, containing a total of sixty-eight at an Elementary School in Chungcheongnam-do Province. The teacher’s divergent and convergent questions have been provided to the experiment group while the convergent questions have been only provided to the comparison group in accordance with the English curriculum. For the results of the study, tests on English speaking skills and questionnaires on the emotional domain were obtained for analysis. The results were as follows: the experiment group significantly improved in English speaking ability as compared to the control group. As for the emotional domain, the experiment group was also notably higher than the control group in terms of their interest, confidence and participation for learning English. In conclusion, the research results indicate that using the teacher’s divergent and convergent question together in the primary English lessons has several positive effects on the development of students’s English speaking and their emotional domain.
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