시각-통사 텍스트 포맷팅을 활용한 학습이 고등학생의 영어 능력에 미치는 영향
The Effects of Using Visual-Syntactic Text Formatting on High School Students’ English Language Abilities
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초록
본 연구는 읽기·쓰기의 전략적인 학습 방법으로 시각-통사 텍스트 포맷팅 프로그램(VSTF)을 수업에 활용했다. 본 연구의 목적은 이 학습 방식이 학생들의 영어 능력 향상에 미치는 영향을 알아보고 궁극적으로는 의사소통능력을 기르는 방안을 찾는 데 있다. 이 프로그램은 선형적 텍스트를 의미 단위로 나누어서 알아보기 쉬운 형태로 제시해서 학습자의 언어 처리 과정을 도와주는 방식이다. 이를 위하여 인문계 고등학생 52명을 실험집단과 통제집단으로 나누어 2개월간 연구를 진행하였다. 실험집단 학생들은 VSTF로 변형된 교과서 본문을 이용해 학습을 했고, 통제집단 학생들은 기존의 교과서를 이용했다. 본 연구로부터 도출된 결과는 다음과 같다. 첫째, 변형된 텍스트로 학습을 한 학생은 의미 단위로 글을 이해하는 능력을 갖추게 되었고, 읽기와 쓰기 능력이 향상되었다. 둘째, 단기간에 학생들의 영어학습 자세에는 변화가 없었으나 90% 이상이 프로그램 활용이 흥미롭고 읽기와 쓰기 학습에 도움이 된다는 긍정적인 태도를 보이는 것으로 나타났다. 이러한 결과를 바탕으로 본 연구는 다양한 학습자를 위한 ICT와 결합된 VSTF 활용방안과 관련하여 제언을 제시하였다.
Abstract
This study adopted a Visual-Syntactic Text Formatting (VSTF) program in English reading and writing classes as a strategic learning method. The purpose of this study is to investigate the effects of a VSTF learning method in improving students’ English language ability and to ultimately define ways of enhancing their communicative abilities. This program transforms a linear text into meaningful units and presents it in a visual format to help learners’ language processing. A total of 52 student at a high school participated in the test, divided into an experimental group and a control group for two months. The experimental group learned with a VSTF text and the control group used the existing textbook. The findings of the study are as follows: First, the students who used VSTF were able to understand the text in meaningful units and show improvements in reading and writing. Second, their learning attitude toward English did not change in a short period of time; however, more than 90% of the students in the VSTF group showed a positive attitude to the program by answering that it was interesting and helpful for their reading and writing. Based on these findings, this study suggested implications of a VSTF application plan combined with ICT for various learners.
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