Earticle

초록

영어

The purpose of this study was to teach rhyming English song texts of literary qualities and to examine the effects on primary 6th graders' reading and writing abilities and some affective factors. The same rhyming literary texts were taught in two classes. However, the experimental class was taught with the balanced approach which used benefits of both phonics and the whole language approach, focused on the rhyming words in each text, while the concept of rhyme was not introduced to the control group who was taught in the way suggested for the textbooks of the national curriculum. After 17 weeks of experimental lessons, tests on reading and writing were given to the students of both groups, two times over the span of two months. The results of this study were: In the experimental group, the students' ability in reading and writing increased to a statistically significant extent, compared to those of the control group(p=.003, p=.013), with the result of the follow-up test showing more difference(p=.000, p=.000). It means that the approach focused on rhyming words in the instruction of the song texts was more effective than the meaning-based way as shown in the current textbooks. There was no significant difference statistically in emotional effects (interest and confidence) between two groups. However, the interest of the experimental group by itself increased to a statistically significant extent(p=.003). Therefore, it may be interpreted that the approach focused on rhyming words was more effective than the way as adopted in the current textbook instruction in terms of students' interest. On the basis of the results, it is suggested that: Rhyming texts should be presented in our textbooks, as supplementary materials tailored for fast and slow learners; activities such as finding word families and making new rhyming words after understanding the whole meaning of texts should be included in the textbooks. Eventually it is necessary to develop more effective ways to apply rhyming literary texts positively, in the balanced approach.

목차

I. 서론
 II. 이론적 배경
  1. 아동용 영어 운문 교재의 특성
  2. 읽기 및 쓰기 교육에서 각운 패턴 텍스트의 효용
  3. 균형 접근법
 III. 연구 방법
  1. 연구 과제와 제한점
  2. 연구 대상과 기간
  3. 평가도구
  4. 실험 수업 모형과 교수ㆍ학습과정
 IV. 연구 결과 분석 및 논의
  1. 읽기, 쓰기 영역의 변화 및 분석
  2. 정의적 영역의 변화 및 분석
 VI. 결론 및 제언
 인용문헌
 Abstract

키워드

저자

• 이올순 [ Eul-Soon Lee | 광주오치초등학교 ]
• 조초희 [ Cho-Hi Joh | 광주교육대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820