활동 중심 영어 수업이 초등학교 학생들의 학업성취도 및 흥미도에 미치는 영향

Abstract

국문요지

이 연구의 목적은 활동 중심 영어 수업이 초등학교 학생들의 학업성취도 및 흥미도에 미치는 영향을 교사 중심의 수업과 대비하여 분석하기 위한 것이다. 이 연구는 초등학교 5학년 학생 중 방과 후 영어교실에 참여하는 37명을 대상으로 실시되었다. 실험집단인 활동 중심 수업의 A반과 통제집단인 교사 중심의 설명식 수업의 B반으로 나누어 8주간 수업을 진행하였고, 이를 위해 사전 사후 흥미도 검사 및 성취도 검사를 실시하였다. 또한 매 수업 학생들에게 짧게 평가카드를 쓰게 하여 수업에 대한 평가를 들을 수 있었으며, 학생들의 요구 사항을 반영할 수 있었다. 실험 집단의 경우 게임, 노래 및 챈트, 역할극, TPR등의 활동이 매 수업마다 2~3가지를 투입하도록 하였다. 반면 통제 집단의 경우는 위와 같은 활동 대신 교사의 설명이 중심이 되어 문형연습과 반복, 발음 학습을 위주로 진행 되었다. 연구 결과 사전 흥미도와 듣기, 말하기 성취도 검사에서 유의한 차이를 보이지 않아 동질성이 확보된 두 집단이 실험 후에는 유의한 차이를 나타내었다. 말하기 성취도 평가의 경우 실험집단과 통제집단 모두 점수의 향상이 있었지만 점수 향상의 폭이 실험집단이 통제집단에 비해 훨씬 컸음을 알 수 있다. 반면 듣기 성취도 평가의 경우 연구 전 예상과는 달리 통제집단이 실험집단 보다 높은 점수를 냈다. 이를 통해 활동 중심 수업이 말하기 능력을 향상 시키는 데 효과적이라는 것을 알 수 있었다. 그러나 듣기 능력을 향상 시키는 데는 교사 중심의 설명식 수업이 더 효과적이라는 것을 알 수 있었다. 흥미도 검사의 경우 실험집단이 통제집단에 비해서 수업에 대한 평가 및 자신감, 수업 중 활동에 대한 응답이 훨씬 긍정적이라는 것을 알 수 있었다. 반면 통제집단의 사전 흥미도 검사에 비교했을 때 오히려 감소했다는 것을 알 수 있었다. 위와 같은 결과를 통해 활동 중심 수업은 초등학생들에게 영어에 대한 흥미와 자신감을 높여 줄 수 있다는 점을 알 수 있었다.

|Abstract

The Effects of Activities-Based Classroom Teaching on Primary School Students' Achievement and Learning Interest in English

The purpose of this study is to analyze the effect of activities-based classroom teaching on primary school students in terms of achievement and learning interest in English. The subjects were 5th graders of the "J" elementary school in Gyeonggi-do Namyangju and divided into two groups: the experimental group and the controlled group. The experimental group was taught through activities- games, song and chant, role-play, TPR etc. - while the controlled group was based on teacher's explanations and focused on pattern practice, repetition instead of the activities. The former studies about the activities mostly focused on the specific activity, so there are not many studies which suggested expanded concept of activity. In this study, 2-3 activities were applied to a everyday class to see the effect of these combination. The learners' achievement were measured by listening comprehension and speaking test. And the questionnaires were conducted for the learning interest in English. The students were also asked to write a short reflection journal in every class, which is to support the effectiveness of the result. The data was analyzed statistically using the SPSS program to arrive at t-test. The result of this study can be summarized as follows: 1. The activities-based English teaching induces more interest in English than the teacher-centered English teaching. 2. The activities-based English teaching is more effective to improve the learners' speaking skill than the teacher-centered English teaching. However, in terms of speaking skill, the teacher-centered English teaching is more helpful than the activities-based English teaching. On the basis of the results, the suggestions for effective English teaching and learning through activities are as follows: 1. The various materials for activities-based learning should be developed, reflecting the needs of primary school students . 2. Teachers should make an effort to prepare for the activities-based teaching and improve their competence. 3. More studies on activities-based teaching should be continued by modifying and systematically searching for more appropriate method for primary school students .; Abstract

The Effects of Activities-Based Classroom Teaching on Primary School Students' Achievement and Learning Interest in English

The purpose of this study is to analyze the effect of activities-based classroom teaching on primary school students in terms of achievement and learning interest in English. The subjects were 5th graders of the "J" elementary school in Gyeonggi-do Namyangju and divided into two groups: the experimental group and the controlled group. The experimental group was taught through activities- games, song and chant, role-play, TPR etc. - while the controlled group was based on teacher's explanations and focused on pattern practice, repetition instead of the activities. The former studies about the activities mostly focused on the specific activity, so there are not many studies which suggested expanded concept of activity. In this study, 2-3 activities were applied to a everyday class to see the effect of these combination. The learners' achievement were measured by listening comprehension and speaking test. And the questionnaires were conducted for the learning interest in English. The students were also asked to write a short reflection journal in every class, which is to support the effectiveness of the result. The data was analyzed statistically using the SPSS program to arrive at t-test. The result of this study can be summarized as follows: 1. The activities-based English teaching induces more interest in English than the teacher-centered English teaching. 2. The activities-based English teaching is more effective to improve the learners' speaking skill than the teacher-centered English teaching. However, in terms of speaking skill, the teacher-centered English teaching is more helpful than the activities-based English teaching. On the basis of the results, the suggestions for effective English teaching and learning through activities are as follows: 1. The various materials for activities-based learning should be developed, reflecting the needs of primary school students . 2. Teachers should make an effort to prepare for the activities-based teaching and improve their competence. 3. More studies on activities-based teaching should be continued by modifying and systematically searching for more appropriate method for primary school students .