영어동화노래수업이 장ㆍ단기 기억과 문법습득 및 정의적 영역에 미치는 효과

• 발행기관: 한국초등영어교육학회
• 저자명: 채영신(Youngshin Chae) 윤은자(Eunja Yun)
• 간행물 정보: 『초등영어교육』제19권 2호, 241~270쪽, 전체 30쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2013.06.30

영문 초록

The study examines three research questions. First, what effects does learning English through singing children’s literature have on primary school students’ long term memory? Second, what effects can the use of the songs have on the student’s grammar learning? Lastly, what affective responses and evaluations do the students make for learning English through singing children’s literature? The participants of the study are 60 primary school students in the fifth grade. Whereas the experimental group is exposed to 12 week English instruction through songs of children’s literature, the control group simply reads aloud the same children’s books for the same period. The findings indicate that there is significant difference between the two groups in terms of long-term memory. The experimental group had better long-term memory than the class of read-aloud. In grammar learning, there was no significant difference between two groups but both groups showed that their grammar learning was enhanced. Lastly, in the affective domains, many students in the class of songs showed increased interests and motivation in learning English. In addition, they wrote that their abilities in reading, listening, speaking, and vocabulary appeared to have improved.

목차

Abstract

Ⅰ. 들어가며

Ⅱ. 이론적 배경과 선행연구

Ⅲ. 연구방법

Ⅳ. 연구결과분석

Ⅴ. 정의적 영역 분석

Ⅵ. 결론

참고 문헌

부록

키워드

영어동화노래 장기기억 문법학습 정의적 영역 Songs of Children’s Literature Long-Term Memory Grammar Learning Affective Domains