협력 쓰기 지도가 초등학교 학생들의 쓰기 능력에 미치는 영향

• 영문명: The Effect of Cooperative Writing Instruction on Elementary Students' Writing Ability
• 발행기관: 한국초등영어교육학회
• 저자명: 최윤미(Choi, Yunmy) 맹은경(Maeng, Unkyoung)
• 간행물 정보: 『초등영어교육』제20권 2호, 295~325쪽, 전체 30쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2014.06.30

영문 초록

The goal of this study is to investigate the effect of cooperative writing instruction on elementary students' writing ability. 12 elementary students were instructed to write in English for 10 weeks and their writing progress was observed and analyzed. Writing activities were conducted through the process-based writing using cooperative group learning structures. Questionnaires, observation sheets and notes, interview, journal writing, and video recording were used to collect the data and quantitative and qualitative data analyses were used. The results of the study were as follows: 1) Students began to understand a real reason for writing and write for their own purposes through active interaction among their group members. 2) Students' interest and confidence in writing enhanced through cooperative writing activities. 3) Students' vocabulary knowledge and their ability of organizing content were enhanced. 4) The enhancement of using metacognitive strategies was shown through self-check and feedback activities.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구결과 및 논의

Ⅴ. 결론

참고문헌

키워드

과정줌심 쓰기지도 협동학습 소그룹 쓰기능력 초인지 책략 process based writing approach cooperative learning small group writing ability metacognitive strategy