e-Learning기반 초등 영어 수준별 과제 구성의 적용 및 효과 = The application of differentiated e-learning tasks to elementary school English learning and its effects

다국어 초록 (Multilingual Abstract)

  The purpose of this study was to help the learners develop positive attitudes and involve them in learning tasks more actively by applying leveldifferentiated tasks based on e-Learning in their English classes. Two homogeneous classes were selected out of the fifth-grade children (experimental group and comparison group) in order to see the effects of the differentiated e-Learning tasks on affective and cognitive elements. The experimental group performed level-differentiated tasks based on e-Learning while the comparison group did single-level tasks based on the textbook. The language complexity and task complexity as well as task condition were taken into account when the level of tasks was determined. The affective effects on English learning were examined by the comparison of two questionnaires (pre/post), self-evaluation of the tasks and the analysis of teacher’s interviews with students’ reports. The cognitive effects were determined by the pre/post comparison of test scores. The study found that using level-differentiated tasks had positive influences on the learners’ affective and cognitive domain. The positive effects are largely derived from students’ better accessibility to their level of contents and the positive experience in learning English.

목차 (Table of Contents)

• Ⅰ. 서론
  Ⅱ. 이론적 배경
  Ⅲ. 연구 방법
  Ⅳ. 연구의 실제
  Ⅴ. 연구 결과 및 논의
  Ⅵ. 결론 및 제언
  참고문헌
  부록
  

참고문헌 (Reference)

1 윤원규, "초등학교에서의 e-Learning의 현황과 학습 효과 및 학습 흥미도와의 관련성 연구" 2003

2 배두본, "초등학교 영어 교육" 서울: 한국 문화사 1997

3 김정렬, "초등교사들의 수준별 영어과 과제 구성 실태" 8 (8): 67-96, 2002

4 이영숙, "수준별 그룹 구성 방법이 초등학교 영어 학습에 미치는 효과" 2000

5 김복현, "수준별 과제 제시를 통한 자기주도적 영어 의사소통능력 신장 방안" 2000

6 정인성, "세계대학들의 이러닝 동향분석 및 발전과제" 서울: 교육과학사 379-394, 2002

7 정재삼, "e-Learning의 평가연구: 문헌연구를 중심으로" 34 (34): 73-94, 2003

8 이인숙, "e-Learning 학습전략 및 학업성취도 규명" 18 (18): 51-67, 2002

9 Robinson, P, "Task complexity, task difficulty, and task production: Exploring interactions in a componential framework" 22 (22): 27-57, 2001

10 Nunan, "Designing tasks for the communication classroom" Cambridge University Press 1989

11 Willis, J, "A framework for task-based learning" London: Longman 1996

12 Skehan, P, "A cognitive approach to language" Oxford: Oxford University Press 1998