TPR-Storytelling 활동을 통한 초등학생들의 영어학습 반응 연구
A Study of Elementary School Students’ Responses Using TPR-S
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본 연구는 초등학교 5학년 학습자를 대상으로 TPR-S를 활용한 영어수업이 초등영어 학습자의 어휘력 변화와 정의적 태도에 미치는 영향을 알아보는데 그 목적이 있다. 특히, 어휘력과 정의적 영역의 차이를 확인하기위하여 5학년 학생 48명을 대상으로 9주간의 실험이 진행되었다. 실험참여자는 집단별로 각각 24명의 구성되어 실험반은 TPR-S기반의 영어수업을 진행하였고, 통제반은 일반적인 교과서중심의 수업이 진행되었다. 사전-사후 어휘력 테스트와 설문지 분석을 통해 실험 결과를 분석하였으며, 결과는 다음과 같다. 우선 실험반의 평균 어휘력 점수는 5.45점 향상을보였으며, 영어 학습에 대한 정의적 태도의 변화는 흥미도, 자신감, 학습동기, 수업참여도 등과 같은 전반적인 요인에 있어 상승하였음을 확인 할수 있었다. 이를 토대로 TPR-S 기반의 영어수업은 학습자들의 동기와흥미를 불러일으키고 수업참여를 불러 일으켜 어휘력 향상에도 긍정적인영향을 끼친 다는 결론을 도출해 낼 수 있었다.
Abstract
The purpose of this current research study is to investigate the responses of 5th grade elementary school ELLs using a TPR-S technique. Specifically, The research was designed and conducted to identify whether there would be any changes in ELLs’ vocabulary improvement, as well as, whether or not there would be any differences on ELLs’ affective domains. To meet its intention, a nine-week experiment was implemented with a number of 48 participants who were divided into two groups. The experimental group was given an English lecture using a TPR-S technique, whereas the control group using a typical English lecture based on the textbook. Based on the results, this research can be summarized as follows: 1) English teaching using a TPR-S technique was effective in helping ELLs to increase their vocabulary, 2) English instruction with a TPR-S technique provided ELLs with meaningful and positive effects in their affective factors. Statistics showed significant differences between the two groups in terms of their interest, self-confidence, learning motivation and active participation.
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