소외계층 초등학생 대상 영어 음운 인식 및 어휘 지도

• 영문명: English phonemic awareness and vocabulary instruction for underprivileged elementary school students.
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 서은혜(Seo, Eunhye) 안경자(Ahn, Kyungja)
• 간행물 정보: 『영어교육연구』제27권 3호, 193~218쪽, 전체 26쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.09.30

영문 초록

This study aimed to examine the English learning characteristics of a group of underprivileged elementary school students and the effects of phonemic awareness and vocabulary instruction on their development in phonemic awareness, vocabulary, English proficiency, and attitudes toward learning English. It also investigated how the instruction for the students was implemented. Twenty-two sixth-grade underprivileged students across five different classes participated in twice-weekly English classes for 14 weeks. The data included pre- and post-tests of the students’ phonemic awareness, vocabulary, and English proficiency; pre- and post-surveys about the students’ attitudes toward learning English; the teacher’s journals; and interviews with the students. Most of the students were found to have limited English study time, methods, and resources, whereas differences in English learning opportunities and outcomes were found depending on their parents’ support. The findings indicated that the teaching of phonemic awareness and vocabulary to the students had a positive impact on their phonemic awareness and English proficiency, while the influence on their vocabulary varied depending on the conceptual and orthographical difficulty of the words taught. In addition, the students’ attitudes toward learning English did not change significantly. It was also found that some students lacked basic English vocabulary, confidence in their ability to learn English, vocabulary learning strategies, proper social skills, and adequate English studying hours. These barriers were able to be overcome by peer teaching and individual instruction, providing successful learning opportunities, strategy instruction, strategic seat assignments, raising learning motivation, and collaboration with other teachers. Important implications regarding teaching phonemic awareness and vocabulary to underprivileged students in EFL contexts are discussed.

목차

I. 서 론

Ⅱ. 이론적 배경 및 선행 연구

III. 연구 방법

Ⅳ. 연구 결과

V. 결 론

키워드

소외계층학생(underprivileged students) 사회경제적 배경(social and economic status) 영어교육격차(English divide) 초등영어어휘지도(teaching vocabulary in elementary school) 음운인식(phonemic awareness)