중학생 대상 영어학습자 문학을 활용한 협동교수·학습모형 연구
A cooperative teaching and learning model based on English learner literature
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초록
The purpose of this study is to investigate the effects of the cooperative teaching and learning model based on English learner literature for middle school students. To achieve this objective, a cooperative teaching and learning model was developed based on a survey and literature review. Reader-response theory was adopted for the development of the model. Then the model was applied to 398 middle school students for 28 class hours and five students were selected as the target students for this study. The effects of the model were analyzed through language tests, affective domain questionnaires, individual interviews, teacher’s journal, and observations. The results of the study are as follows. First, the cooperative teaching and learning model based on English learner literature had positive influences on language ability, especially for underachievers. Second, positive interdependence and individual accountability of the cooperative teaching and learning model resulted in the increase of participation and interest in class. In conclusion, the cooperative teaching and learning model using English learner literature, based on reader-response theory produced significant and positive results in the affective domain and also improved learning skill.
Abstract
The purpose of this study is to investigate the effects of the cooperative teaching and learning model based on English learner literature for middle school students. To achieve this objective, a cooperative teaching and learning model was developed based on a survey and literature review. Reader-response theory was adopted for the development of the model. Then the model was applied to 398 middle school students for 28 class hours and five students were selected as the target students for this study. The effects of the model were analyzed through language tests, affective domain questionnaires, individual interviews, teacher’s journal, and observations. The results of the study are as follows. First, the cooperative teaching and learning model based on English learner literature had positive influences on language ability, especially for underachievers. Second, positive interdependence and individual accountability of the cooperative teaching and learning model resulted in the increase of participation and interest in class. In conclusion, the cooperative teaching and learning model using English learner literature, based on reader-response theory produced significant and positive results in the affective domain and also improved learning skill.
참고문헌 (30)
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