내용 쓰기(writing to learn)를 통한 영어 학습의 효과 및 이에 대한 학생들의 인식

• 영문명: The effects of learning English through writing to learn and the elementary students’ perceptions of writing to learn
• 발행기관: 한국외국어교육학회
• 저자명: 나은정(Na, Eun Jeong) 김태은(Kim, Tae-Eun)
• 간행물 정보: 『Foreign Languages Education』Vol.21 No.3, 155~186쪽, 전체 31쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2014.09.30

영문 초록

This study investigates the effects of writing to learn on sixth graders’ English development compared with speaking to learn and examines their perceptions. The study established the following research questions: (a) what are the effects of writing to learn on English speaking and writing abilities compared with speaking to learn? and (b) what are the students’ perceptions of writing to learn compared with speaking to learn? Students in the experiment group had experienced learning English through writing to learn, whereas those in the comparison group had learned English through speaking to learn. As for the results, writing to learn had significant effects on developing speaking and writing abilities in terms of complexity, accuracy and fluency. Also the students had more positive perceptions on writing to learn in cognitive and behavioral perspectives. Writing to learn has been confirmed as effective in learning English, leading students to use English to express their own ideas with more extensive vocabulary and complicated syntactic structures.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과 및 논의

Ⅴ. 결론 및 제언

참고문헌

키워드

내용 쓰기 내용 말하기 표현적 쓰기 writing to learn speaking to learn expressive writing