초등학교 6학년생 J와 Y의 딕토글로스 활용 영어 학습 질적 연구
A Qualitative Study on Two Sixth-Grade J’s and Y’s Dictogloss-Based English Learning
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The purpose of this qualitative study is to present how two 6th-grade students learned English while their homeroom and English teacher implemented dictogloss activities with them. The study participants were J(pseudonym) and Y(pseudonym) who went to S primary school located at an underprivileged area in a southern province. The following data-gathering sources were adopted: transcripts of the audio-taped classes, individual interviews with J, Y or their parents, the students' learning journals, the teacher's observation reports, and two-time grammar-related questionnaires before and after the study. The data were analyzed according to qualitative study traditions and the following study results emerged: 1. J and Y both focused on some grammatical forms which they knew well, such as proper verb forms, determiners, prepositions, past tense and reflexive pronouns. They sometimes however overused the forms. 2. Regarding their dictogloss-based English learning strategies, J tried to write error-free sentences even from the beginning but her pre-learned grammar or word knowledge kept her from listening properly; Whereas Y tried to comprehend whatever she could hear and she paid her attention more on learning than on errors. At later stages of the study, J did/could not enjoy dictogloss-based English learning and Y enjoyed the learning a lot mostly because of J’s stressful error-free writing strategy and Y’s stress-free learning-focused strategy. Some suggestions are proposed to promote dictogloss-based English learning at primary English education based on the individually different study findings.
Abstract
The purpose of this qualitative study is to present how two 6th-grade students learned English while their homeroom and English teacher implemented dictogloss activities with them. The study participants were J(pseudonym) and Y(pseudonym) who went to S primary school located at an underprivileged area in a southern province. The following data-gathering sources were adopted: transcripts of the audio-taped classes, individual interviews with J, Y or their parents, the students' learning journals, the teacher's observation reports, and two-time grammar-related questionnaires before and after the study. The data were analyzed according to qualitative study traditions and the following study results emerged: 1. J and Y both focused on some grammatical forms which they knew well, such as proper verb forms, determiners, prepositions, past tense and reflexive pronouns. They sometimes however overused the forms. 2. Regarding their dictogloss-based English learning strategies, J tried to write error-free sentences even from the beginning but her pre-learned grammar or word knowledge kept her from listening properly; Whereas Y tried to comprehend whatever she could hear and she paid her attention more on learning than on errors. At later stages of the study, J did/could not enjoy dictogloss-based English learning and Y enjoyed the learning a lot mostly because of J’s stressful error-free writing strategy and Y’s stress-free learning-focused strategy. Some suggestions are proposed to promote dictogloss-based English learning at primary English education based on the individually different study findings.
참고문헌 (26)
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