Speaking through Writing: EFL 수업효율을 증진하기 위한 쓰기․말하기 통합 교수학습방법연구
Speaking through Writing: An Integrated Teaching Model to Increase the Efficiency of College EFL Classes.
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초록
This study aims to find an integrated teaching model to increase English speaking ability by enhancing writing skills. For this purpose, the researcher implemented eight different learning strategies in her global communication class, observed students' improvement, and surveyed students' overall satisfaction of the classes. The eight learning strategies for improved writing skills were a) brainstorming, b) self-revision by referring to texts, c) writing essays within unlimited time, d) native teacher's interview, e) pattern practice, f) interview battle between peer groups, g) individual portfolio presentation, and h) writing individual portfolio in limited time. The results showed that students' English abilities improved a lot in both writing and speaking. Their writing skills improved in content organization as well as in accuracy. The study suggests that a) the opic of writing should be familiar for students, b) connecting words should be emphasized for cohesion and coherence, c) feedback and error corrections increase accuracy, d) continued writing practices at each class improve fluency, e) English presentations with only some picture clues are effective for improving speaking skills, and f) rewriting the presentation makes the contents put in the long-term storage.
Abstract
This study aims to find an integrated teaching model to increase English speaking ability by enhancing writing skills. For this purpose, the researcher implemented eight different learning strategies in her global communication class, observed students' improvement, and surveyed students' overall satisfaction of the classes. The eight learning strategies for improved writing skills were a) brainstorming, b) self-revision by referring to texts, c) writing essays within unlimited time, d) native teacher's interview, e) pattern practice, f) interview battle between peer groups, g) individual portfolio presentation, and h) writing individual portfolio in limited time. The results showed that students' English abilities improved a lot in both writing and speaking. Their writing skills improved in content organization as well as in accuracy. The study suggests that a) the opic of writing should be familiar for students, b) connecting words should be emphasized for cohesion and coherence, c) feedback and error corrections increase accuracy, d) continued writing practices at each class improve fluency, e) English presentations with only some picture clues are effective for improving speaking skills, and f) rewriting the presentation makes the contents put in the long-term storage.
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