초등 예비교사의 영어 언어유희 텍스트에 대한 반응과 인식
Primary Pre-service Teachers' Responses to Language Play Texts and Their Implications for English Education
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This study inquired about primary pre-service teachers' responses to reading children's English language play texts and explored the implications for teaching English in primary classrooms. Seven primary pre-service teachers attending an educational university participated in the study. A group interview and an individual interview with each of them comprised the data source. The analysis of the interview data revealed that first, the participants' recognition of the playful features of language was secondary to their comprehension of the literal meaning of words and sentences. Second, the forms of language play that the participants were most familiar to was rhyme and rhythm. Third, the participants' responses to language play texts were found to be somewhat related to their English learning experiences. The findings of the study has implications for English education and teacher education.
Abstract
This study inquired about primary pre-service teachers' responses to reading children's English language play texts and explored the implications for teaching English in primary classrooms. Seven primary pre-service teachers attending an educational university participated in the study. A group interview and an individual interview with each of them comprised the data source. The analysis of the interview data revealed that first, the participants' recognition of the playful features of language was secondary to their comprehension of the literal meaning of words and sentences. Second, the forms of language play that the participants were most familiar to was rhyme and rhythm. Third, the participants' responses to language play texts were found to be somewhat related to their English learning experiences. The findings of the study has implications for English education and teacher education.
참고문헌 (39)
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