초등학교에서 영어 동화 자료 활용이 듣기와 말하기 능력에 미치는 영향 = Effects on Listening and Speaking Proficiency of Teaching English Through Fairy Tales in Elementary School

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate, first, whether there are differences, in the listening and speaking proficiency in the elementary school classroom by teaching fairly tales, second, whether there are differences, or not, in the listening and speaking according to the gender of the children, third, what are the effects of teaching fairy tales on children's listening and speaking proficiency according to the gender of children, fourth, what is the relationship between the attitude of studying English and interest in learning English as for teaching fairy tales.
Subjects were 59 elementary school children sixth grade, who are divided into two groups ; the experimental group consisted of 30 students and the control group consisted of 29 student. The self report questionnaire was used to measure listening proficiency, the degree of interest in, and the attitude toward learning English. The speaking proficiency was measured by an interviewing. In order to quantify the effectiveness, interest and attitude, the author used the Likert type five-point scale. Data were analyzed by Spsswin 7.5.
The study concluded that: (1) according to teaching English fairy tales there were significant differences in the listening arid speaking proficiency. (2) According to the gender there was no significant difference in the proficiency of listening and speaking. (3) There were significant differences in the listening and speaking proficiency between experimental group and control group. But there was no significant difference in gender. (4) There was significant correlation between the attitude of studying English and the interest in learning English.

목차 (Table of Contents)

• 목차
• ABSTRACT
• Ⅰ. 서론 = 1
• A. 연구의 목적 = 1
• B. 연구의 필요성 = 2
• C. 연구의 범위 및 제한점 = 4
• D. 연구문제 = 4
• Ⅱ. 이론적 배경 = 5
• A. 동화를 통한 영어 학습의 효과 = 5
• B. 듣기 능력의 발달 = 7
• C. 구두(oral speaking)를 통한 동화 지도 유형 = 10
• Ⅲ. 동화 지도 과정의 실제 = 29
• A. 읽기 전의 활동 (Prereading) = 29
• B. 읽기 중의 활동 (while-Reading) = 31
• C. 읽기 후의 활등 (Postreading) = 33
• D. 학습과정 및 학습지도안 = 34
• Ⅳ. 연구방법 = 42
• A. 연구대상 = 42
• B. 변수의 측정 = 42
• C. 연구절차 = 45
• D. 자료분석 = 46
• Ⅴ. 결과 및 논의 = 47
• A. 결과분석 = 47
• B. 논의 = 52
• Ⅵ. 결론 = 54
• 참고문헌 = 56
• 부록 = 58