그림동화를 사용한 어린이 영어 학습 —실제 수업을 통한 방법 모색
Picture-Storybook-Based English Learning for Children: An Exploration for Classroom Implementation
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This study reports on learning behaviors of child learners of English as a foreign language in a picture-storybook-based English class. For this study an experimental English class was created and conducted for 11 months with 2 kindergarteners and 3 elementary 1st graders. Using a qualitative study method the classes were observed for the learner behaviors and recorded in fieldnotes. The fieldnote data were analyzed for behavioral patterns of the child learners. The result shows that the child learners seem to have much difficulty focusing on English input given as stories even with their understanding of the story content. For individual learners with specific learning styles and ability levels, the whole language approach seems to provoke negative reactions of avoiding the input. On the other hand, the child learners seem productive in meaning-centered processing of smaller chunks of input such as the dialogues in the stories. Also, the children show positive learning reactions to communication practice using patterns extended from the content and dialogue patterns of the stories. Based on the result, a suggestion is made for classroom activities. More classroom trials of picture-storybook-based child English classes are also suggested along with future research in the topic.
Abstract
This study reports on learning behaviors of child learners of English as a foreign language in a picture-storybook-based English class. For this study an experimental English class was created and conducted for 11 months with 2 kindergarteners and 3 elementary 1st graders. Using a qualitative study method the classes were observed for the learner behaviors and recorded in fieldnotes. The fieldnote data were analyzed for behavioral patterns of the child learners. The result shows that the child learners seem to have much difficulty focusing on English input given as stories even with their understanding of the story content. For individual learners with specific learning styles and ability levels, the whole language approach seems to provoke negative reactions of avoiding the input. On the other hand, the child learners seem productive in meaning-centered processing of smaller chunks of input such as the dialogues in the stories. Also, the children show positive learning reactions to communication practice using patterns extended from the content and dialogue patterns of the stories. Based on the result, a suggestion is made for classroom activities. More classroom trials of picture-storybook-based child English classes are also suggested along with future research in the topic.
참고문헌 (34)
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