MMP기반 영어수업에 대한 초등영어학습자와 교사의 인식연구

• 영문명: A study of the primary ELLs and teachers’ perceptions on MMP-embedded English instruction
• 발행기관: 한국외국어교육학회
• 저자명: 윤택(Yoon, Tecnam)
• 간행물 정보: 『Foreign Languages Education』Vol.27 No.2, 91~110쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2020.06.30

영문 초록

The purpose of this research study is to identify the perceptions of both primary ELL(English Language Learner)s and English teachers on MMP(Multimodal Media Production)-embedded English instruction at a primary English class. In order to answer this question, 182 primary ELLs and 2 English teachers participated in this research. A questionnaire survey was administered to the focal participants and an open-ended interview was conducted with the teachers. The results show that overall perceptions on MMP were comparably high among ELLs, and there was significant difference between genders, grades and English levels in terms of learning interest. The teachers’ interview revealed that MMP would trigger deeper understanding of the lesson and ELLs’ voluntary active class participation by heightening motivation, self-confidence and interest in learning English. In sum, the implementation of MMP-embedded English instruction has positive pedagogical effects for young ELLs since it may promote essential literacy skills in the 21st century as well as help in affective domains.

목차

I. 서론

II. 이론적 배경

III. 연구 방법

IV. 연구 결과

V. 결론 및 제언

참고문헌

키워드

초등영어 멀티모덜러티 인식 수업방법 primary English multimodality perception intervention