스토리텔링(storytelling)을 활용한 활동중심 영어수업이 초등학생의 읽기능력과 정의적 측면에 미치는 영향

Abstract

논문초록

스토리텔링을 활용한 활동중심 영어수업이 초등학생의 읽기능력과 정의적 측면에 미치는 영향

이 숙 미 영어교육학과 교육대학원 한양대학교

초기 영어학습자들에게 문자 언어 학습이 필요함에 따라, 효과적인 수업교재로서의 이야기와 교수방법의 하나인 스토리텔링에 관한 다양한 연구가 진행되어왔고, 많은 연구들이 영어학습을 위해 스토리텔링을 사용하는 것이 효과적이라는 것을 증명하였다. 하지만 스토리텔링에 관한 이전의 연구들은 읽기나 쓰기와 같은 문자언어 보다는 말하기, 듣기와 같은 구어 사용 능력을 향상 시키는 데 더욱 초점을 맞추었던 것이 사실이다. 본 연구의 목적은 스토리텔링 수업을 통해 초기 영어학습자들의 효과적인 읽기 학습을 이끌고 문자 언어 교수를 위한 수업방식에 방향을 제시할 수 있도록 하기 위함이다. 본 연구에서 다룬 연구 질문은 다음과 같다. 1) 스토리텔링을 활용한 활동중심 영어학습이 초등영어 학습자들의 읽기 능력 향상을 이끌어낼 수 있는가? 2) 스토리텔링을 활용한 활동중심 영어학습이 초등영어 학습자들의 읽기 능력 향상에 미치는 영향이 연령별로 차이가 있는가? 3) 스토리텔링을 활용한 활동중심 영어학습이 초등영어 학습자들의 학습동기에 긍정적 영향을 줄 수 있는가? 4) 스토리텔링을 통한 활동중심 영어학습이 초등영어 학습자들에게 미치는 정의적 영향이 연령별로 차이가 있는가? 본 연구 질문에 답하기 위해서 연구자는 실제 초등학교에서 겨울방학동안 스토리텔링 수업을 진행하였다. 참여학생은 3학년부터 6학년까지이며 총 6권의 스토리북이 사용되었다. 스토리 전 활동으로 이야기 예측하기, 주요 패턴과 어휘 학습하기를 주로 사용하였고 다음 단계에서는 교사가 학생들을 모아놓고 이야기를 들려주는 방식으로 진행하였다. 이 과정에서 학생들의 흥미를 유지시키기 위해 노래나 영상, 챈트와 같은 다양한 매체를 사용하였다. 스토리를 듣고난 후 학생들은 들은 내용에 대한 교사의 질문에 답하고, 자신의 생각을 발표하도록 하였다. 읽기활동에 더욱 중점을 두기 위해 텍스트로 주어진 이야기를 훝어읽기(skimming)나 찾아읽기(scanning), 묵독(silent reading) 혹은 소리내어 읽기(reading aloud)와 같은 여러 가지 읽기전략을 사용하여 읽게 하고 교사는 이를 돕는 역할을 하였다. 또한 이야기와 연계된 다양한 창의활동을 진행하여 학습자 중심의 활동이 이루어지도록 하였다. 연구 분석을 위해 사용된 방법으로 첫째, 수업 전후 읽기능력을 평가하는 테스트를 실시하여 결과를 비교하고 이를 연령별로 나누어 분석하였다. 둘째, 수업에 관한 설문조사를 실시하여 학생들의 정의적 영역에 미친 영향을 비교하고 이를 연령별로 분석하였다. 셋째, 학습소감문을 토대로 정의적 영역에 미친 영향을 분석하였다. 테스트와 설문분석을 위해서 SPSS 프로그램을 사용하였다. 사전 사후 테스트 분석 결과 평균 점수가 상승하여 스토리텔링을 활용한 활동 중심 수업이 학습자들의 읽기 능력에 긍정적인 영향을 미친 것으로 나타났다. 하지만 연령별로 비교하였을 때 3, 4학년이 5, 6학년보다 다소 높은 점수 향상율을 보여 학년이 낮은 경우 문자언어를 학습하는 데 있어 스토리가 더욱 도움이 될 수 있으리라 결론지었다. 정의적 영역에 있어서 학생들은 모든 연령대에서 수업에 대해 긍정적인 반응을 보였다. 그들은 수업이 흥미로웠으며 앞으로도 영어 이야기책을 읽고 싶다고 답했으며 연령별로 유의미한 차이는 나타나지 않았다. 이를 통해 스토리텔링을 활용한 수업이 향후 학생들의 독서습관을 형성하는 데에도 도움이 될 것이라는 가능성을 볼 수 있었다. 끝으로 실제 수업에 적용하기 위한 몇 가지 제언을 덧붙였다. 스토리텔링을 정규 수업과 병행한다는 것에는 많은 시간적 제약이 따르므로 교사는 시간을 적절히 분배하여야 한다. 또한 수업 내용과 연계되는 스토리를 찾아 충분한 연구를 하고 학생과 교실상황에 맞는 수업활동을 설계하도록 해야 하여 동기부여와 학습이 동시에 이루어질 수 있도록 하는 것이 좋다. |ABSTRACT

Storytelling in an activity-centered English class for Korean Elementary schools: Its’ effect on the Students` Reading Comprehension and Affective Factors

Lee, Suk-Mi Department of English Education The Graduate School of Education Hanyang University

With the need for learning written language for early English learners, there have been a multitude of studies regarding the use of stories and storytelling as an effective tool for teaching English. Many studies proved that storytelling is an effective method for learning English. However, lots of previous studies about storytelling focused more on improving spoken language competence, such as oral-aural skills, rather than written language competence, such as reading and writing. The purpose of this study is to promote effective reading learning through storytelling instruction and to provide direction for teaching written language for elementary school students. The specific research questions are: 1) Would storytelling, in an activity-centered class, bring a positive effect on elementary school students’ reading comprehension? 2) Would the effect of storytelling, in an activity-centered class, matter on the students’ reading comprehension if there was an age gap? 3) Would storytelling, in an activity-centered class, bring a positive effect on elementary school students’ affective aspect? 4) Would the effect of storytelling, in an activity-centered class, have an effect on students’ affective aspect if there was an age gap? The researcher conducted a storytelling class for elementary school students during winter vacation. The participants ranged from third grade to sixth grade and a total of six storybooks were used. To prepare students, some strategies such as predicting plots, familiarizing patterned language, and checking vocabulary were used. In the next stage, the students listened to the story while sitting around the teacher. During this time, the teacher used various materials with the story to maintain the students’ interest. After listening to the story, students answered comprehension questions about the story they had heard and expressed their opinions and feelings. In addition, to focus more on the reading itself, the teacher had the students apply several reading strategies such as skimming, scanning, silent reading, and reading aloud. The teacher provided the learners with the story texts and helped them read. Also, utilizing several creative and imaginative activities related to the story, the researcher intended to lead learner-centered instruction. To answer the study questions, reading comprehension tests were conducted before and after the storytelling class and the results of the tests were compared by grade. Next, the researcher analyzed the effects of the storytelling class on the students’ affective factors through a classroom survey. Finally, student a journal was used to figure out each student’s personal thoughts of the class. To analyze the tests and the survey, the SPSS program was employed. The average score of the post test increased compared to the pre test score implying storytelling in activity-centered class had a positive influence on the students reading competence. However, when comparing the score by grade, the 3rd and 4th graders showed higher elevation than the 5th and 6th graders. The researcher concluded that storytelling is more effective in learning written language for lower grades. Almost every participant showed a positive response regarding the storytelling class. They stated the overall class was interesting and that they wanted to read more English stories afterwards. This result presented a possibility that a storytelling English class could be helpful for building students’ reading habits. At last, the researcher added some suggestions to apply this study to a real classroom. Utilizing storytelling and trying to maintain a class schedule simultaneously can cause time conflicts. Therefore, the instructor should manage time carefully. Also, storytelling instructors should make an effort to find appropriate storybooks and to design classroom activities suitable for each school’s circumstances so that motivation and learning can be achieved at the same time.; ABSTRACT

Storytelling in an activity-centered English class for Korean Elementary schools: Its’ effect on the Students` Reading Comprehension and Affective Factors

Lee, Suk-Mi Department of English Education The Graduate School of Education Hanyang University

With the need for learning written language for early English learners, there have been a multitude of studies regarding the use of stories and storytelling as an effective tool for teaching English. Many studies proved that storytelling is an effective method for learning English. However, lots of previous studies about storytelling focused more on improving spoken language competence, such as oral-aural skills, rather than written language competence, such as reading and writing. The purpose of this study is to promote effective reading learning through storytelling instruction and to provide direction for teaching written language for elementary school students. The specific research questions are: 1) Would storytelling, in an activity-centered class, bring a positive effect on elementary school students’ reading comprehension? 2) Would the effect of storytelling, in an activity-centered class, matter on the students’ reading comprehension if there was an age gap? 3) Would storytelling, in an activity-centered class, bring a positive effect on elementary school students’ affective aspect? 4) Would the effect of storytelling, in an activity-centered class, have an effect on students’ affective aspect if there was an age gap? The researcher conducted a storytelling class for elementary school students during winter vacation. The participants ranged from third grade to sixth grade and a total of six storybooks were used. To prepare students, some strategies such as predicting plots, familiarizing patterned language, and checking vocabulary were used. In the next stage, the students listened to the story while sitting around the teacher. During this time, the teacher used various materials with the story to maintain the students’ interest. After listening to the story, students answered comprehension questions about the story they had heard and expressed their opinions and feelings. In addition, to focus more on the reading itself, the teacher had the students apply several reading strategies such as skimming, scanning, silent reading, and reading aloud. The teacher provided the learners with the story texts and helped them read. Also, utilizing several creative and imaginative activities related to the story, the researcher intended to lead learner-centered instruction. To answer the study questions, reading comprehension tests were conducted before and after the storytelling class and the results of the tests were compared by grade. Next, the researcher analyzed the effects of the storytelling class on the students’ affective factors through a classroom survey. Finally, student a journal was used to figure out each student’s personal thoughts of the class. To analyze the tests and the survey, the SPSS program was employed. The average score of the post test increased compared to the pre test score implying storytelling in activity-centered class had a positive influence on the students reading competence. However, when comparing the score by grade, the 3rd and 4th graders showed higher elevation than the 5th and 6th graders. The researcher concluded that storytelling is more effective in learning written language for lower grades. Almost every participant showed a positive response regarding the storytelling class. They stated the overall class was interesting and that they wanted to read more English stories afterwards. This result presented a possibility that a storytelling English class could be helpful for building students’ reading habits. At last, the researcher added some suggestions to apply this study to a real classroom. Utilizing storytelling and trying to maintain a class schedule simultaneously can cause time conflicts. Therefore, the instructor should manage time carefully. Also, storytelling instructors should make an effort to find appropriate storybooks and to design classroom activities suitable for each school’s circumstances so that motivation and learning can be achieved at the same time.