파닉스 접근법이 초등학생의 읽기 능력과 정의적 영역에 미치는 영향*

• 영문명: The effects of the phonics approach on elementary school students" reading competence and affective factors
• 발행기관: 한국초등영어교육학회
• 저자명: 한한우(Han Han-Woo) 차경애(Cha Kyung-Ae)
• 간행물 정보: 『초등영어교육』제13권 1호, 195~228쪽, 전체 34쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.04.30

영문 초록

  This study has aimed to investigate the relative effectiveness of the phonics approach on the elementary school students" reading competence and This study has aimed to investigate the relative effectiveness of the phonics approach on the elementary school students" reading competence and affective factors. Sixty-one third graders whose levels were diagnosed to be “basic” based on their pre-test scores on the Proficiency of English Language Test (PELT) were selected and placed into two groups. The experimental group was mainly taught using a variety of activities based on the phonics approach. The results of the experimental study indicated that: (1) the experimental group performed significantly better on the reading test; (2) the experimental group expressed a high degree of interest when the phonics approach was used to help students undertake self-directed instruction; (3) both groups showed positive effects on students" attitudes towards English learning, especially an increase in their interest levels, their degree of satisfaction, and in their self-confidence when taught using a variety of activities by the same teacher. As a result, these findings call for more attention in teaching literacy skills through phonics instruction, and thus suggesting a rethinking often current elementary school curriculum based on the 7th National Curriculum which focuses more on the spoken rather than on the written language.

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. 연구 결과 및 논의
Ⅴ. 결론 및 제언
참고 문헌
〈부록〉

키워드

phonics approach(파닉스 접근법) reading competence(읽기 능력) affective factors(정의적 요인)