영어 음소 인식 지도에 대한 메타 분석

• 영문명: A meta-analysis of English phonemic awareness instruction.
• 발행기관: 한국영어교과교육학회
• 저자명: 김세진(Kim, Se-jin) 김정렬(Kim, Jeong-ryeol)
• 간행물 정보: 『영어교과교육』영어교과교육 14권 3호, 119~138쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.09.30

영문 초록

A quantitative meta-analysis evaluating the effects of English phonemic awareness (PA) instruction on reading, writing, and affective domain outcomes for Korean EFL learners was conducted. A meta-analysis of 34 PA studies showed that the overall effect size of PA instruction was significant (.836). PA instruction exerted a statistically significant impact on phonemic awareness(1.073), reading(.675), writing(.817) and affective domain outcome(.752) for Korean primary and kindergarten learners. Moderator variables analysis also showed significant results. First, PA instruction for 6-9 year old learners (.929) was more effective than for 10-11 or 12-13 year olds. Second, PA activities using nursery rhymes, songs, poems, and chants characterized by rhythm and melody (.869) had more positive effects than games or storytelling do. Third, two PA tasks (.973) were more effective than one or more than three tasks. Fourth, rhyme and onset PA tasks (1.047) were more effective than just rhyming tasks or various PA tasks. Lastly, PA instruction lasting more than 10 hours (.946) was more effective than 1 to 4.5 hour or 5 to 9.5 hours periods of instruction. In sum, PA instruction had a significant effect on developing Korean learners’ English phonemic awareness, literacy (reading and writing abilities), and affective domain for learning English.

목차

Ⅰ. 서 론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구결과 및 논의

Ⅴ. 결론 및 제언

키워드

English phonemic awareness instruction meta analysis 영어 음소 인식 지도 메타 분석