초등교육에 있어서 영어학습효과에 미치는 요인분석

정호진 The English Linguistic Science Association of Kore 2001 English Linguistic Science Vol.7 No.-

The purpose of this study is to analyze the factors affecting students' learning achievements in the elementary English education. In order to accomplish the purpose,243 questionnaires were collected from 6th grade elementary students in Bundang-Gu, Seongnam-Si, Kwanak-Gu and Songpa-Gu, Seoul. Also, 50 questionnaires were collected from English teachers in elementary schools located in Seoul, Inchon, and Seongnam Using collected data, frequency analysis and multiple regression analys; using SPSS(Statistical Package for the Social Science) were used for the analysis. The major results from the frequently analysis can be summarized as followings : 1) the students think tnat the English teachers in school are not good terms of teaching ability, 2) the English class in school does not provide the interests to the students because the class level does not satisfy student needs, 3) most of the students take private English lessons, 4) the private English classes provide the the interests to students, in learning English, the students have strong motivation in teaching English and good attitude,6) on the other hand, the English teachers in school do not have strong motivation in teaching English, 7) they think that the major problem of English education in school of is the big differences of students in English ability, 8) in learning English, the teachers think the students motivation and attitude for English, and the parents everyday guide for English at home are important. From the multiple regression analysis, the results can be summarized as followings : 1) to increase the English learning achievements, it is suggested that parents teach and educator their children in person at home, 2) the students' motivation and attitude for learning English are also very important. In conclusion, the results from this study suggest that, in order to make the children's English study more effective, parents should recognize the importance of their role at home. They should make efforts to teach their children English in person and check the children's learning process frequently at home, Also, teachers and parents make efforts for children to have positive motivation and attitude for English. In school, on the other hand, English teachers should develop their teaching skills and methods.

분석교실영어가 학습자의 의사소통 능력에 미치는 영향에 관한 연구

김혜선 The English Linguistic Science Association of Kore 2001 English Linguistic Science Vol.7 No.-

The purpose of this study is to show why Classroom is an effective method of improving communicative competence and how it applies to English classes. Three kindergarten classes of similar English language abilities were chosen to study- one in which a native English speaker taught, speaking only English (hereafter refers to as class A), one in which a native Korean speaker taught, speaking only English (class B), and one in which a native Korean speaker six-alter taught, speaking Korean (class C), The classes were studio over a two-month period composing 16 teaching hours and the students were evaluated through a series of identical quantitative and qualitative tests measuring stalking, listening, and confidence and interest in English before an: after the two-month period. The results were analyze and compare using one-way ANOVA tests with one measuring the difference between class C versus class A and B combined, and one measuring the difference between class A versus class B. The following hypotheses were tested: 1) classes A and B combine should have a higher average score on the listening test than class C's average score. 2) classes A and B combine should have a higher average score on the speaking fast than class C's average score. 3) class A's average score on the listening test should (lot be statistically significantly different from class B's average score, 4) class .A ' s average score on the classes test should not to statistically significantly different from class B's average score, 5) there should be no statistical difference between students in all the classes on the tests measuring interest in English. and 6) there should be no statistical difference between students in a11 the classes on the tests measuring confidence in English. The results shown evidence that hypotheses one through five were concert. However, results in the test of English confidence showy a statistically significant difference between class C versus class A and B combined. In conclusion this research showy that using classroom English does help increase student' competence competence. Also test rousts further shown that with beginner levels there was no significant difference between Native speakers using Classroom English versus non-native speakers using classroom English.

초등학교 영어 학습효과에 미치는 요인 분석

정호진 The English Linguistic Science Association of Kore 2000 English Linguistic Science Vol.5 No.-

The purpose of this study is to analyze the effects for children's learning performance in primary English education. In order to accomplish the purpose, 118 questionnaires were collected from six grade children in a primary school which is located in Bundang-Gu, Seongnam-Si. Using the collected data, frequency analysis and regression analysis with SPSS(a computer package for statistics) were used. The results from the frequency analysis can be summarized as following: 1) children prefer a game the most as a method of Learning English to any others, 2) they think that the most difficult part in Learning English is writing. 3) children think that the level of English taught at their school is mostly low, 4) and their mothers' involvement in their English study is high, that is, mothers give great attention on the early English education. From the regression analysis, the results can be summarized as follows: (1) for the effects of children's English study, the beginning time of learning English and the continuity of English study are very important for high performance in learning English, and 2) as children grow, mothers involvement in their children's learning of English is less effective to the children's performance in English study. Therefore, it is important to make children interested and have a strong motive to Learning English.

교실 영어 활용 방안

김혜선 The English Linguistic Science Association of Kore 2000 English Linguistic Science Vol.5 No.-

The purpose the present article is to show why classroom English is an effective method of improving communicative competence and how it applies to English classes. I insist that if teachers will use classroom English in their English class continuously, the students will have much improvement and be more interested in English. Using the evidence presented in the following essay, I will prove that the suggestions I have made concerning the improvement of the quality of education in Korean elementary schools are necessary to improve children's English skills. First of all, teachers need to use English school terms to make students accustomed to English. Second, teachers should not use broken English or Konglish which is a mixture of Korean and English. Third, it is best to use simple and clear sentences. Fourth, teachers should use various expressions to get the same point across. Fifth students should be made to practice their English in many as different situations and circumstances possible with both teachers and students. Finally, when teachers instruct children on complicated and abstract ideas, it should be recognized that it is at times necessary to use Korean in order that the children may fully understand what is being taught them. Therefore, teachers' language proficiency and confidence are very important. Teachers who lack self-confidence should be encouraged to use classroom English and advised to devise ways of practicing in their classes, so that they may establish English as the main language of communication between teachers and students

초등영어 수행평가의 기법이 영어 학습에 미치는 영향

엄기행 The English Linguistic Science Association of Kore 2001 English Linguistic Science Vol.6 No.-

The goal of this thesis was to pursue the methods of performance assessment which are useful for English classes at elementary school and to investigate the effects of observation, portfolio, self assessment on English proficiency and children's positive attitudes toward learning English. Bearing the goal in my mind I did the following. First, I reviewed and discussed new trends of evaluation, fundamental theories and methods of performance assessment available at elementary school English classes. Second, I performed an experiment with children in order to find out how effective those three types of assessment are at elementary English classes. The subjects chosen for this study was taken from 5th grade of the "O" elementary School and divided into 3 groups(comparison group A and experimental groups B, C). These 3 groups are recognized as similar groups according to result from pre-listening tests. The experimental groups and the comparison group were given 5th grade regular English textbooks as main texts for this study. The same lesson program was applied in 3 groups. Then, for six weeks on group A was evaluated by observation assessment, group B was evaluated by portfolio assessment, group C was evaluated by self-assessment in every lesson. The findings of this study lead to the following conclusion. The portfolio assessment for elementary school English has a good effect on English achievement than observation assessment and the self-assessment for elementary school English has a good effect learners' learning attitudes. In order to improve students' learning attitudes and communicative abilities, self-assessment and portfolio assessment should be part of the learning process. But portfolio assessment demands more time and teacher's efforts than other assessment, and self-assessment cause a problem in reliability. In order to make performance assessment successful in elementary school English education more studies on practical and effective methods are demanded. And elementary school teachers should try to apply various assessment techniques to English classrooms, and thus to verify the effectiveness of each assessment model.

원어민 교사의 실제 수업과 그 효과

고은하 The English Linguistic Science Association of Kore 2000 English Linguistic Science Vol.5 No.-

The purpose of this study is to explore native English teachers' lessons and to analyze their effectiveness. In order to address the purpose, three research questions were established. 1) What is the native English teacher's classroom like? 2) Do the native English teacher's lessons have an affirmative influence on the English achievement including the listening-speaking part? 3) What is the recognition of the students and the Korean English teachers about the native English teacher's lessons? Main findings provided by this study can be described in both positive and negative aspects. The positive aspects are as follows. 1) Most of learners experience a variety of communicative activities. 2) Most learners are well motivated and encouraged to be involved in spoken language dialogue. 3) The teacher as a living target language setting provides learners with current American English and their way of thinking and behavioral pattern during teacher-students interaction process. 4) Under the native teacher's classroom circumstances, most learners are likely to be able to listen to idiomatic expressions and current spoken English. 5) As the native teacher organizes and operates the classroom activities on the basis of the students' abilities and interests to enhance the communicative competence, they get easily interested in the native teacher's lessons. The negative aspects are as follows. 1) The native teachers don't have so much ability to correct or feedback the students' errors as the Korean English teachers. 2) It seems to be quite difficult for the teacher to keep his classes in person-to-person activities under our overcrowded class size and linguistic conditions. 3) The native teacher's teaching does not have much effect on the improvement of the English grade for the entrance exam to college. 4) The problems of qualification and teaching quality of the native teachers should be raised. In conclusion, the native teachers have a contribution to our actual English classroom activities focused on improving the communicative competence. But it is revealed that the effectiveness is small. considering the cost. In this respect, this program must be monitored or reexamined in a long-term perspective.

인터넷을 활용한 초등영어문화지도 모형 개발

하지훈 The English Linguistic Science Association of Kore 2002 English Linguistic Science Vol.8 No.-

The purpose of this study is to design a model for the development of ‘English lesson plans’ focusing on improvement of cultural understanding in elementary English education utilizing the Internet. This study examined the use of the Internet as a teaching tool for English culture education. The reasons for devising new lesson plans utilizing the Internet are as follows. First, in this fast-paced information era, the Internet allows people to study beyond time and space. The Internet is a necessity in daily life and will play a more leading role in education in terms of content and will be instrumental in the future. It is necessary for the nation and individuals to use the Internet in order to effectively study English. The Internet not only allows for the sharing of information but also drastically changes education of English. Second, it is important that learners understand English culture. It is necessary for learners to learn the target culture as well as the language in order to get rid of false stereotypes or misunderstandings about the target culture, and successfully communicate with native speakers. Third, learners use the Internet as a main source of educational media. There are many ways to learn the target culture in the process of English learning, but these have a number of limitations. One of the solutions to this program is the learning through the Internet. It is a valuable tool for learning the target culture in English learning, and to introduce the Internet as an efficient too for learning the target culture. In order to achiever the main purpose, a background for using the Internet for English education and culture teaching must be established and an investigation of the actual conditions of elementary schoolchildren should be conducted. From a review of research findings that analyzed students’ actual conditions, and English lesson plan for elementary schoolchildren was designed. The basic principles of this leson plan were based on the 7th English curriculum for elementary schools. The lesson plan combined linguistic competences and culture, the objectives of the unit. In conclusion, the results of this study show that the Internet is the most suitable way to teach and learn English. The contents of lesson plans are made of basic Internet-based activities for learners to experience culture-based activities with interest and practice language functions naturally and effectively. This method can also be adjusted both for on-line classrooms and for traditional off-line classrooms. I expect that this study will help Korean media education fields to research new media including multimedia like that on the Internet and introduce new methods of their own.

유치원 영어 수업에서 Motion 과 Fingerplay의 활용 방안과 효과에 관한 연구

이윤희 The English Linguistic Science Association of Kore 2002 English Linguistic Science Vol.8 No.-

The purpose of the study was to explore the method of motion and fingerplay in English classes for five, six, and seven year old children and mixed age children (5 - 7 year old children) in the Kindergarten and inspect to see if they are effective ways to give children motivation and interest in lerning English. Young children react constantly and have no hesitation in learning new things. they are at the time to try to know about new things and full of curiosity. According if teachers use the method of motion and fingerplay throughout the lesson- in the introduction before lesson, during the lesson to get their attention and to transfer to the next activities and in the development section of the main lesson-, the effect will be noticeably high. However, it is worth noting that teachers shouldn't impose children to follow their actions mechanically but should consider age, interest, level of proficiency, aptitude and apply this method of motion and fingerplay to this data to try to gain further the effect. Since this study was done at the time when teachers got a very limited choice to use teaching materials or methods, we have noticed that it is necessary to develop and study various types of activity, materials, songs, games, motion and fingerplay as well as the methods of english education and evaluation that we can use to promote out children’s skills in EFL situations.

Using Songs in Learning English

Choi, Soon-Ok The English Linguistic Science Association of Kore 2000 English Linguistic Science Vol.5 No.-

The purpose of this study is to find the effect of using songs in learning English. Songs have tempo, rhythm and pith that are characteristics of both speech and music. Therefore, songs can be used as useful teaching materials for language teaching. As most students like to sing, language teachers can use songs in their class in order to avoid monotonous and boring lessons. Songs can also contribute to students' psychological affective factors, such as motivation, anxiety and self confidence. Researchers and language teachers argue that songs in language classes fan help increase learners' high motivation to team the target language and feel a sense of self confidence in language loaming by lowering anxiety level. By reviewing the relationship between songs and language learning through theoretical backgrounds, this paper tries to explore how songs relate to language learning and teaching, how songs can influence language learning, and how songs can be utilized in language teaching.

과제형태로 제시되는 문법지도가 의사소통능력에 미치는 영향

황선유 The English Linguistic Science Association of Kore 2000 English Linguistic Science Vol.5 No.-

The present study investigates the effects of grammar tasks on elementary students to improve their communicative competence, including grammatical competence and discourse competence. To accomplish these, the grammar tasks far the elementary students were designed and introduced into their regular classes. The students were classified into two groups(experimental and control) out of 2 classes in 'J' Elementary School in Seoul. The experimental group dealt with one grammar task every class, while the control group learned English according to the communicative language teaching method which exactly coincides with The Sixth English Curriculum. These processes ware allied for a total of two forty minute classes per week for five weeks. The results are summarized as follows: Firstly, the difference in grammatical competence in both groups are significant and remarkable on speaking test. That means the experimental group got higher score than the control group Secondly, a significant difference was not achieved through this experiment on listening test unexpectedly. There is a little difference between the groups on listening test that is hardly meaningful. Thirdly, the degrees of interest and confidence are almost the same in two groups. That is meaningful in that grammar usually has been considered as a difficult and boring part to be learned. There are some worries that grammar may cause a decrease in students interest and confidence in learning English. But it is true that their interest and confidence levels are almost the same even when they went through the grammar tasks. Fourthly, the discourse competence is on the same level irrespective of grammar tasks. That is significant by means of grammar tasks did not influence negatively on the discourse competence. Finally, the data was analyzed for the correlation of the grammatical and discourse competences. The result showed that a positive correlation of two competences was exhibited on the speaking test only. It revealed that these competences interact to progress the students' English. Finally, there was also a meaningful difference between groups when the communicative competence(including grammatical and discourse competences) was estimated. In conclusion the findings in this study suggest that grammar tasks are effective and meaningful to develope the students' communicative competence. Maybe it could facilitate the discourse competence and even the communicative competence. For future study, it is necessary that the adequate grammar tasks should be designed and applied in the classroom to prove the positive effects on communicative competence. Moreover, I expect the studies of the grammar task will be extended over a long-term period.