담임교사가 지도하는 초등영어 읽기교육

• 영문명: Teaching English reading by elementary school classroom teachers
• 발행기관: 한국초등영어교육학회
• 저자명: 문대권(Moon, Dae-Kwon) 박매란(Park, Mae-Ran)
• 간행물 정보: 『초등영어교육』제17권 1호, 199~227쪽, 전체 29쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2011.04.30

영문 초록

The purpose of this study is to explore a desirable model for promoting English proficiency among elementary school students through reading English books by the classroom teachers in a supportive environment. The study was conducted over a two-year period, with the participants comprising 660 students from grades 3 to 6, 36 teachers, and 616 parents at a Busan elementary school. As a teacher variable, teachers were divided into two groups, the English mentor and non-mentor instructors. A survey on the affective variables was administered to the students, teachers, and the parents, followed by a standardized English test. The results showed that there was a statistically significant improvement in the English proficiency of the third and sixth graders. The interactions between the mentor and non-mentor teachers were also interpreted as being effective. For the fourth graders, the effectiveness of the treatment was barely discernible due to the ceiling effect of the pre-test, in which they obtained comparatively high scores. The third and fourth graders showed a higher degree of satisfaction than that of the fifth and sixth graders in the hands-on reading experience. The results of this study suggest that English education in Korean elementary schools should be undertaken not only by full-time English teachers and native teachers, but also by the classroom teachers with whom the students spend most time during the school day.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 결과 분석 및 논의

Ⅴ. 결론 및 제언

참고 문헌

부록

키워드

담임교사 멘토교사/비멘토교사 the classroom teacher mentor/non-mentor teacher