온라인 콘텐츠 영어동화 활용 학습이 초등학생의 어휘력 신장과 영어 학습에 미치는 효과 = A Study on Improving Learner’s Vocabulary Ability and English Learning through Online Contents English Storybooks in Elementary School

국문 초록 (Abstract)

본 연구는 온라인 콘텐츠 영어동화 활용 학습이 초등학교 6학년 학생들의 영어 어휘력 신장에 미치는 효과와 정의적 영역에 어떠한 영향을 미치는지 알아보고자 하였다. 연구를 위해 강원도 S군에 소재한 M 초등학교 6학년 1개 학급 총 8명을 실험반으로 구성하고 총 12주 24차시에 걸쳐 학생들이 방과 후 시간(매주 월, 화요일)에 각각 한 차시씩(40분) 온라인 콘텐츠 영어 동화를 활용한 학습을 실시하였다. 실험 전 학습자를 대상으로 어휘력 평가와 영어 학습에 관한 정의적 영역 검사를 하였고 실험 사후 검사 결과를 활용하여 실험전과 비교 분석하였다. 심도 있는 분석을 위해 학습자 개별 인터뷰 자료 또한 분석하였다. 본 연구를 통하여 얻은 결론은 다음과 같다.
첫째, 온라인 콘텐츠 영어동화를 활용한 학습은 학습자들의 영어 어휘력 신장에 긍정적인 효과를 나타냈다. 사후 어휘력 평가 결과를 분석해보았을 때 학습자 전원이 사전 평가 결과보다 점수가 향상되었다. 단, 2명의 학습자는 유의미한 변화라고 보기 어려울 만큼 평가 결과가 소폭 상승하였기 때문에 모든 학습자에게 긍정적인 효과를 나타냈다고 일반화 하기는 어렵다.
둘째, 영어동화를 활용한 학습에서 어휘력 향상은 명시적 어휘 학습 방법이 병행되는 경우 어휘 습득의 효과가 더 크게 나타난다. 실험 대상 학습자 중 본인 나름의 단어장을 만들거나 해당 단어에 의미를 직접 확인하는 등 암시적 어휘 학습 방법에 명시적 어휘 학습 방법을 더해 학습한 경우 사후 어휘력 평가에서 보다 좋은 결과를 얻어낼 수 있었다.
셋째, 온라인 콘텐츠 영어동화 활용 학습은 일부 학습자를 제외한 학습자의 정의적 영역에서 긍정적인 영향을 주었다. 특히 영어동화 활용 학습에 흥미를 느낀 학습자들은 대부분 참여도와 만족도가 사후 평가에서 높게 나타났다. 반면, 사후 어휘력 평가결과와 같이 2명의 학습자는 흥미도 영역에 낮게 응답했고 나머지 영역에 대해서도 긍정적인 변화가 나타나지 않았다.
넷째, 온라인 콘텐츠를 활용한 영어동화 학습은 학습자들의 자기 주도적 학습 습관 형성에 도움을 준다. 실험 초기 적응기를 지나 학습자들은 온라인 콘텐츠의 다양한 기능들을 활용하며 스스로 학습하는 습관을 만들어 나갔고 실험의 중반 이후부터는 특별히 교사의 도움이 없이도 주도적으로 학습을 해나갔다.
이와 같은 연구 결과를 바탕으로 추후 이루어질 온라인 콘텐츠 영어동화 활용 관련 연구나 학습에 다음과 같은 제언을 한다.
첫째, 실험의 목적으로 동일한 동화를 선정하여 학습자들에게 학습하도록 안내하였지만 교사는 학습자들 개개인의 수준을 파악하여 가장 적절한 동화를 투입해야 그 효과를 극대화 할 수 있다.
둘째, 영어동화 활용 학습에 대한 흥미 이전에 영어 학습 자체에 흥미를 가지고 있지 않는 학생들에 대한 적절한 내적동기 유발이 선행되어야 한다.
셋째, 온라인 콘텐츠를 활용한 영어 학습에 있어서 유의미한 영어 환경의 노출이 가능하도록 학습 과정을 구안할 필요가 있다.

다국어 초록 (Multilingual Abstract)

This study aims to identify the effect of using online contents English storybooks on learners’ vocabulary ability and the affective domain in elementary school 6th graders. For this study, the experiment was conducted over 12 weeks, with 24, total participants for 40 minutes after school program, and used 12 online English storybooks for 8 6th grade elementary students. Before the experiment, the students took a pre-vocabulary test which had the major words in 12 storybooks of this study, and a questionnaire which included the affective domain of the storybooks. After the experiment, the students also took a post-vocabulary test and a questionnaire. Additionally, for an in-depth analysis, individual interviews were conducted after the students had finished their study. The results of this study are as follows:
First, the online contents English storybooks made a positive effect on improving students’ vocabulary ability. In the results of the post-vocabulary test, all of the students’ scores improved, but two students did not make a high increase in their scores.
Second, while using the online contents English storybooks, students’ vocabulary ability did not just improve through implicit language learning, but explicit language learning. Some students made their own vocabulary list or looked up the meaning of the words on their own during the experiment and, then got a better score compared to pre-vocabulary test.
Third, using the online contents English storybooks had a positive impact on most, but not all of the students’ affective domain. Especially if the students had a high interest in learning, their participation and satisfaction were high, according to the questionnaires. Otherwise, two students, like in the results of the post-vocabulary test, had a low interest in learning, so there was no positive impact in their domain.
Fourth, using the online contents English storybooks helped the students make self-learning habits. In the beginning of this experiment, students needed time to adapt to the many functions of the online contents. After that time, they could study by themselves and they did not need almost any teachers’ help.
In conclusion, I have the following suggestions can be made for the developmental research of using online contents English storybooks for studying.
First, all the students had to study the same English story because for the purpose of this study. But teachers have to understand the level of each of their students and select the most proper English story to maximize vocabulary learning.
Second, students need positive inner motives before they start the use of English storybooks. They did not just motives about using English storybooks, but motives about English itself.
Third, while using online contents English storybooks, we need to make a lesson plan for meaningful exposure in an English environment.

목차 (Table of Contents)

• Ⅰ. 서 론 ····························································································· 1
• 1. 연구의 필요성 ············································································ 1
• 2. 연구 문제 ···················································································· 4
• 3. 용어의 정의················································································· 4
• Ⅱ. 이론적 배경 ··················································································5
• 1. 영어교육과 동화 ··········································································5
• 2. 영어교육과 어휘 ········································································12
• 3. 선행연구 ·····················································································19
• Ⅲ. 연구 방법 ····················································································23
• 1. 연구 대상 ····················································································23
• 2. 연구 기간 및 절차 ·····································································25
• 3. 연구 설계 및 도구 ·····································································26
• 4. 연구 내용 ····················································································29
• 5. 자료 수집 ····················································································43
• 6. 자료 분석 ····················································································44
• Ⅳ. 연구 결과 및 분석 ······································································45
• 1. 어휘력 평가 결과 ······································································45
• 2. 정의적 영역 검사 결과 ·····························································50
• 3. 개별 인터뷰 결과 ······································································59
• Ⅴ. 결론 및 제언 ···············································································64
• 1. 결론 ·····························································································64
• 2. 제언 ·····························································································67
• 참고문헌 ····························································································69
• 영문초록 ····························································································72
• 부록 ····································································································74
• 1. 기초조사 설문지 ········································································74
• 2. 사전·사후 정의적 영역 검사지 ················································75
• 3. 사전 어휘력 평가지 ··································································76
• 4. 사후 어휘력 평가지 ··································································79