이야기 구조 지도를 통한 초등학습자의 영어 읽기 능력 분석

• 영문명: An analysis of elementary school children’s reading ability through story grammar instruction
• 발행기관: 한국초등영어교육학회
• 저자명: 정미나(Jung, Mi-Na) 차경애(Cha, Kyung-Ae)
• 간행물 정보: 『초등영어교육』제17권 1호, 33~59쪽, 전체 27쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2011.04.30

영문 초록

Research indicates that direct instruction of story grammar can improve reading comprehension of narrative texts. The purpose of this study is to investigate the effects of story grammar instruction on 5th grade EFL students’ comprehension of narrative texts using a story map. This study was conducted with 44 primary school students for 6 weeks. The students in the experimental group were taught to read four storybooks focusing on the story grammar. The data collected were used for quantitative and qualitative analysis. Results showed that the experimental group outperformed the control group(N=22) on tests. The qualitative analysis of four students’ story maps in the story grammar instruction group showed progress and positive changes in their ability to identify the global structure of a text and to abstract episodic sequence. Using story maps based on the story grammar provided students with a framework to organize and retain critical story elements that, in turn, enhanced comprehension. The findings indicate that direct story grammar instruction can be an effective way to improve reading as well as writing skills.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 연구 결과

Ⅳ. 결론

참고 문헌

키워드

이야기 구조 이야기 도식 에피소드 순서 story grammar story map episodic sequence