노래, 챈트, 게임이 초등영어 학습에 미치는 효과 = THE EFFECTS OF SONGS, CHANTS, AND GAMES ON ELEMENTARY ENGLISH LEARNING

국문 초록 (Abstract)

이 연구는 초등영어 교육에서 노래, 첸트, 게임이 아동의 학습성취, 학습동기, 그리고 수업 중의 학습행동에 어떻게 영향을 미치는지를 밝히기 위하여 시도되었다. 특히 이 요인들을 통합하여 교과과정에 도입할 때 어떠한 상호작용을 보이는가를 살펴보려고 하였다.
이 연구에서는 초등영어 학습에 미치는 노래, 첸트, 게임 요인의 측정시기 별 효과를 검증 하기 위하여, 반복 측정에 의한 4원 변량분석이 사용되었다. 연구 대상은 C 초등학교 2학년 4개 학급 113명으로서, 각 학급 당 2개 실험집단을 무선 표집하여 총 8개의 실험집단을 구 성하였다. 독립변수는, 노래(2) x 첸트(2) x 게임(2) 요인으로서, 모두 8개의 실험교안이 작성되어 각 실험집단에 투입되었다. 종속변수로는 학습성취도, 학습동기, 학습행동 등이 측정되었다. 모든 통계적 자료는 SPSS와 KWAKSTAT 패키지에 의하여 처리되었다.
연구의 결과는, 첫째, 학습 성취에 있어서 노래의 주 효과는 나타나지 않았으나 노래와 첸트, 노래와 측정시기 간에는 유의한 상호작용 효과가 있었다. 첸트는 주 효과 뿐 아니라, 첸트와 노래, 첸트와 게임 간에도 유의한 상호작용 효과를 보였다. 게임의 주 효과는 유의하게 검증되었으며, 게임과 첸트 간에도 유의한 상호작용 효과가 나타났다. 측정시기 간에는 유의한 차이가 나타났고, 측정시기와 노래 간에도 유의한 상호작용 효과가 있었다. 둘째, 학습동기 형성에 있어서, 노래의 주 효과와 상호작용 효과는 검증되지 못하였다. 첸트는 유의한 주 효과를 보였으며, 첸트와 게임 간에도 상호작용 효과가 나타났다. 게임의 주 효과는 없었으나, 게임과 첸트 간에는 유의한 상화작용 효과가 나타났다. 측정시기의 주 효과는 유의한 것으로 검증되었으며, 상호작용 효과는 나타나지 않았다. 셋째, 학습행동에 있어서 노래, 첸트, 게임은 모두 주 효과와 상호작용 효과가 나타났다.
결론적으로, 노래, 첸트, 게임은 학습성취도를 높이고, 학습동기를 형성하고, 수업 중의 주의산만 행동을 감소시키는데 효과가 있었다. 그러나 한 차시의 수업 중 한 가지 활동이 사용되고 있을 때 다른 활동이 투입되어도 상승적 효과는 나타나지 않았다. 따라서 한 차시에 노래, 첸트, 게임 중 한 가지 활동만 도입하는 것이 권장된다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effects of songs, chants, and games on English learning achievement, motivation, and study behaviors of early elementary school children. In order to pursue the purpose, research hypotheses were established as follows. It was hypothesized that there would be significant differences in the learning achievement, motivation, and study behaviors: between the use or absence of songs; between the use or absence of chants, between the use or absence of games; and between the phases of testing. In addition there would be significant effects of interaction among the use or absence of songs, chants, games, and the phases of testing.
For the experiment, a 2 (song conditions) x 2 (chant conditions) x 2 (game conditions) x 2 (testing phases) factorial design with repeated measures on the last factor was employed. The 113 second-grade students were sampled from Cheongwoon Elementary School and assigned randomly into eight experimental groups. Eight different treatment conditions were applied to each group respectively for a week. The eight conditions were categorized as follows: 1) control conditions; 2) games only; 3) chants only; 4) chants and games; 5) songs only; 6) songs and games; 7) songs and chants; and 8) songs, chants and games. For the data collection, the learning achievement and motivation tests were administered twice, immediately after the experiment and then one month later. Also, the study behaviors (i.e., attention and distraction) were observed and counted through the entire experimental sessions. And, the SPSS release 6.0.1 and KWAKSTAT v. 4.09 were applied for the statistical analysis of the study.
The results of this study can be summarized as follows. Firstly, for the learning achievement, the main effect of songs was insignificant, but the interaction effects with chants and with phases of testing appeared to be significant; the simple main effect of songs appeared to be significant in the group that did not use chants, but not in the group that used chants. The main effect of chants appeared to be significant and the interaction effects with songs and with games were significant; the simple main effects of chants were significant in the group that did not use songs and games respectively, but not in the group that use songs and games respectively. The main effect of games was found to be significant and the interaction effect with chants revealed to be significant; the simple main effect of games was significant only in the group that did not use chants. The main effect of phases appeared to be significant and the interaction effect with songs was significant; the simple main effect of phases was significant in the group that did not use songs.
Secondly, for the learning motivation, the main and interaction effects of songs were not found. The main effect of chants and the interaction effect with games appeared to be significant; the simple main effect of chants was found to be significant in the group that did not use games but not in the group that used games. The main effect of games was insignificant, but the interaction effect with chants was significant; the simple main effect of games was significant in the group that did not use chants but not in the group that used chants. The main effect of phases was found to be significant, but the interaction effects of songs, chants and games were insignificant.
Thirdly, for the study behaviors, the main effects of songs, chants and games appeared to be significant. Additionally the significant interaction effects between song and chant conditions, between song and game conditions, and between chant and game conditions were found. But the three-way interaction among song, chant, and game conditions was not found to be significant. The simple main effects of songs appeared to be significant in the groups that did not use chants and games respectively. The simple main effects of chants appeared to be significant in the groups that did not use songs and used songs, and in the group that did not use games. And the simple main effects of games appeared to be significant in the groups that did not use songs and used songs, and in the group that did not use chants.
In conclusion, firstly, songs, chants and games were effective in increasing the learning achievement, learning motivation, and study behaviors when only one activity was employed per class hour. Secondly, simultaneous use of two or more activities within a unit class hour, i.e., combined use of songs and chants, or songs and games, or chants and games, or combination of all three of them might have no effects or negative effects of interference. Finally, however, the combined use of songs and games might be effective in decreasing the classroom distraction.

목차 (Table of Contents)

• 목차
• 논문개요
• 1. 서론 = 1
• 1.1. 연구의 필요성 및 목적 = 1
• 1.2. 연구의 기본 가정 = 4
• 1.3. 연구 가설 = 5
• 1.4. 연구의 제한점 = 7
• 2. 이론적 배경 = 10
• 2.1. 초등영어 교육과정 = 10
• 2.1.1. 성격 = 10
• 2.1.2. 목표 = 11
• 2.1.3. 방법 = 11
• 2.2. 초등영어 교수법 = 11
• 2.2.1. 의사소통적 접근 = 12
• 2.2.2. 자연적 접근 = 16
• 2.2.3. 전신반응적 접근 = 19
• 2.3. 초등영어 지도기법 = 22
• 2.3.1. 노래의 효과 = 23
• 2.3.2. 챈트의 효과 = 26
• 2.3.3. 게임의 효과 = 29
• 3. 연구 방법 = 33
• 3.1. 실험 설계 = 33
• 3.2. 피험자 선정 = 33
• 3.3. 측정 도구 및 방법 = 35
• 3.3.1. 학습성취도 검사 = 35
• 3.3.2. 학습동기 검사 = 36
• 3.3.3. 학습행동(주의산만) = 36
• 3.4. 실험도구 제작과 내용 = 37
• 3.5. 실험 절차 = 39
• 3.5.1. 실험기간 = 39
• 3.5.2. 실험처치 = 39
• 3.5.3. 제1차 측정과 문항분석 = 40
• 3.5.4. 제2차 측정 = 40
• 3.6. 자료분석 = 40
• 4. 연구 결과 = 42
• 4.1. 학습성취 = 42
• 4.1.1. 주효과 분석 = 42
• 4.1.2. 상호작용 효과의 분석 = 47
• 4.2. 학습동기 = 57
• 4.2.1. 주효과 분석 = 57
• 4.2.2. 상호작용 효과의 분석 = 62
• 4.3. 학습행동 = 65
• 4.3.1. 주효과 분석 = 65
• 4.3.2. 상호작용 효과의 분석 = 69
• 5. 논의 = 79
• 5.1. 노래의 효과 = 79
• 5.2. 챈트의 효과 = 85
• 5.3. 게임의 효과 = 92
• 5.4. 측정시기의 효과 = 98
• 6. 결론 = 100
• 6.1. 요약 = 100
• 6.2. 제언 = 103
• 참고문헌 = 105
• 영문초록 = 123
• 부록 = 126