초등 영어 문해력 향상을 위한 파닉스 교수법과 총체적 언어 교수법 비교

• 영문명: A comparative study of phonics instruction with the whole language approach for literacy improvement in elementary English education.
• 발행기관: 한국외국어교육학회
• 저자명: 한소현(Han, Sohyun) 김경한(Kim, Kyong-Hahn)
• 간행물 정보: 『Foreign Languages Education』Vol.22 No.1, 279~303쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.03.30

영문 초록

This study compares the phonics instruction with the whole language approach to literacy instruction in elementary English education and investigates the effects of the two approaches on literacy skills and affective factors. The experiment was conducted over eight weeks by sampling 56 fifth-graders at an elementary school in Seoul. The control group was given phonics instruction using English stories, whereas the experimental group was given the whole language approach using the same English stories. The instruments included pre- and post-reading and writing English tests and pre- and post-questionnaires. The analyses showed that the whole language approach had more positive effect than phonics instruction on improving learners’ English reading and writing ability. Furthermore, the whole language approach showed a positive change in the affective domain of interest, self-learning attitude and recognition, whereas two sectors of self-confidence and learning motivation did not show statistically significant difference compared to the control group. These results suggest that the whole language approach is more efficient than phonics instruction in developing learners’ literacy in elementary English education.

목차

I. 서론

II. 이론적 배경

III. 연구 방법

IV. 연구 내용

V. 연구 결과 분석 및 논의

VI. 결론 및 제언

참고문헌

키워드

문해 파닉스 교수법 총체적 언어 교수법 literacy phonics instruction the whole language instruction