읽기자료가 초등학생의 영어쓰기 능력에 미치는 효과
The Effects of Reading Materials on Elementary School Students’ English Writing Ability
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The purpose of this study is to compare three reading materials in terms of their effects on elementary school students’ writing ability at an elementary school in Korea. Total of 110 fourth grade elementary school students participated in the study. They were chosen randomly from an elementary school located in the Metropolitan City of Daejeon, and divided into three groups, such as Group A using English stories, Group B using English comics, and Group C using newspaper articles in their writing activities. A pre-test and a post-test were given to three groups during the experimental study. The result of the study indicated the followings: First, reading materials could be beneficial to improve students’ writing ability as all three groups using reading materials in their writing classes improved their writing abilities; Second, the content and the organization of students’ writings were developed, and the amount of students’ use of English vocabulary were also highly increased. Students’ grammatical ability, however, did not show any significant differences in Group B who used comics in their writing classes. The study suggested that, First, more diverse reading materials need to be introduced in the English writing classes in the elementary schools in the future. Second, teaching of English writing skills needs to be introduced, if possible, in the earlier stage of English education in the elementary schools in Korea.
Abstract
The purpose of this study is to compare three reading materials in terms of their effects on elementary school students’ writing ability at an elementary school in Korea. Total of 110 fourth grade elementary school students participated in the study. They were chosen randomly from an elementary school located in the Metropolitan City of Daejeon, and divided into three groups, such as Group A using English stories, Group B using English comics, and Group C using newspaper articles in their writing activities. A pre-test and a post-test were given to three groups during the experimental study. The result of the study indicated the followings: First, reading materials could be beneficial to improve students’ writing ability as all three groups using reading materials in their writing classes improved their writing abilities; Second, the content and the organization of students’ writings were developed, and the amount of students’ use of English vocabulary were also highly increased. Students’ grammatical ability, however, did not show any significant differences in Group B who used comics in their writing classes. The study suggested that, First, more diverse reading materials need to be introduced in the English writing classes in the elementary schools in the future. Second, teaching of English writing skills needs to be introduced, if possible, in the earlier stage of English education in the elementary schools in Korea.
참고문헌 (40)
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