영어 광고를 활용한 쓰기 지도가 영어 쓰기 능력 및 학습 태도에 미치는 영향에 관한 연구

다국어 초록 (Multilingual Abstract)

These days, English is the most useful language in the world. Whenever you are, you can communicate with English. Nowadays, the improvement of technology make people communicate each other from all over the world. Through the mass communication and internet, written language can be seen everywhere in recent days. Even though we know the importance of English, we underestimate the education of English writing skill. We emphasize the ability of reading, listening, speaking, not writing. However, writing skill also important to communicate.
The purpose of this study is to examine the effectiveness of the students’ writing ability and learning attitude through the use of English advertisements. English ads are effective materials for arousing the students’ interest and attention. Because of these reasons I started this study.
For this purpose, the following research questions were investigated:
(1) Is writing instruction using the English advertisements effective for developing English writing skills?
(2) Is writing instruction using the English advertisements effective for encouraging the learning attitude?
For this study, the experiment was conducted for 4 weeks with 20, 1st grade middle school students who were divided into 2 groups: 1 experimental group and 1 controlled group. The experimental group was provided with English advertisement, and controlled group was with a textbook. In addition, a pre-test and a post-test were taken to each group to measure the improvement of the students’ writing ability. Two intermediate tests to compare the two groups’ marks were also conducted during the experiment.
The main results obtained from this study are as follows. First of all, there was a markedly increased scores between 2 groups in assessment; the use of English advertisement in English writing learning was found to be effective in improving writing skills. Especially, the experiment group showed the improvement on composition, vocabulary and contents area.
Secondly, using a English ads brought a positive effect in students’ learning attitude such as interest, confidence and participation. The noticed point was that students of the experimental group were more motivated in the English writing classes than those of the controlled group.
Thirdly, an additional survey for the experimental groups certified that students gained interest and attention in the writing area. Also, the English ads were dropped the mental barrier of students. For these results, the hypothesis were verified.
In conclusion, English writing by using English ads can be helpful and useful for students to improve their writing ability and learning attitude for English writing. However, for more effective utilization of English ads in the classroom, the methods of using ads should diversify. If same pattern of instruction would be continued, students feel boring and getting lost their interest. Therefore, teachers are required to utilize English ads and develop interesting writing materials. Then, if teacher uses the ads in many ways, the ads can be a meaningful resource for developing communicative competence and critical thinking.

목차 (Table of Contents)

• 1. 서론 1
• 1.1 연구의 목적 1
• 1.2 연구의 구성전개 2
• 1.3 연구의 제한점 3
• 2. 이론적 배경 5
• 2.1 영어 쓰기 지도 5
• 2.1.1 쓰기교육의 필요성 5
• 2.1.2 개정 7차 교육과정의 영어 쓰기교육 6
• 2.1.3 의사소통 중심의 쓰기지도 8
• 2.1.4 현 중학교 쓰기 교육의 실태분석 11
• 2.1.4.1 개정 7차 교육과정의 쓰기 성취 기준에 따른 분석 11
• 2.1.4.2 쓰기 유형에 따른 분석 14
• 2.2 광고의 개념과 교육에의 적용 21
• 2.2.1 광고의 개념 21
• 2.2.2 광고의 종류 23
• 2.2.2.1 시각자료 24
• 2.2.2.2 청각자료 24
• 2.2.2.3 시청각자료 25
• 2.2.3 쓰기교육의 자료로서의 광고 26
• 2.3 선행연구 30
• 3. 연구방법 32
• 3.1 연구 32
• 3.2 연구대상 32
• 3.3 가설설정과 연구모형 33
• 3.3.1 가설의 설정 33
• 3.3.2 연구모형 34
• 3.4 연구절차 35
• 3.4.1 실험 이전 절차 35
• 3.4.1.1 실험 집단 및 통제 집단의 동질성 검증 35
• 3.4.2 실험의 주요 활동 38
• 3.4.3 실험 이후 활동 39
• 3.4.3.1. 사전·사후 비교를 위한 사후쓰기 평가와 사후 추가설문 39
• 3.4.4. 통계처리 40
• 3.5 연구자료 40
• 3.5.1 평가지 41
• 3.5.1.1 사전·사후 평가지 41
• 3.5.2 설문지 42
• 3.5.2.1 사전·사후 영어 쓰기 태도에 관한 설문지 42
• 3.5.2.2 실험집단을 위한 추가 설문지 43
• 3.5.3 수업에 활용된 영어 광고 43
• 3.5.3.1. 1차시 수업자료 45
• 3.5.3.2. 2차시 수업자료 46
• 3.5.3.3. 3차시 수업자료 47
• 3.5.3.4. 4차시 수업자료 48
• 4. 연구결과 분석 및 논의 49
• 4.1 영어쓰기 능력 비교 49
• 4.1.1 실험·비교반의 영어 쓰기 능력 차이 비교 49
• 4.2 학습태도의 비교 56
• 4.2.1 실험반과 비교반의 학습태도의 변화 비교 56
• 4.3 실험반의 반응 분석 58
• 4.3.1 실험집단의 사후 추가설문 분석 58
• 5. 결론 및 제언 61
• 참고문헌 64
• 영문초록 67
• 부록 70