중학생의 영어학습 및 학습동기 촉진을 위한 게임의 활용

다국어 초록 (Multilingual Abstract)

Even though there has been endless debate on teaching English in elementary school, since 1997 the Ministry of Education has adopted English as one of the regular courses in elementary school. To learn English in Middle school is not the starting point anymore. Considering the learning characteristics of schoolchildren, activities such as songs, games and tales are often used as effective teaching strategies in elementary school English classes.
The purpose of this study is to show the value of games as powerful teaching-learning methods in English education in middle schools. Through the comparative analysis between existing explanatory and uniform methods of English education and using games in English class, this study aims to verify the effects of using games in English class on capturing English students' interest, participation and achievement (self-confidence).
To achieve this study objective, the following research questions were developed.
First, is it productive useful to use games in the middle school English classes?
Second, could the use of games in English class effectively increase English interest, participation and achievement in students more than existing teaching methods?
To find the answers for the above-stated questions, thirty-three students, in the second grade af K middle school, were selected as a test group, and they participated in using games in English class. In addition, thirty-three students in the other classes in same middle school, were selected as a control group and they received a traditional and explanatory English class.
The English achievement test, prior to the experiment, was executed in December, 2001, and the post experiment test was executed in March, 2002. Then, the results of the two tests were compared and analyzed. Also, another tool, used in this study for English interest, participation and self-confidence, is a survey on the recognition of the use of games in English class. The researcher developed the survey questionnaires based on the theories of preceeding researchers. The SPSS (Statistical Package for Social Science)was used to process the statistical data, and the descriptive static analysis.
The major study results analyzed by the stated study questions concluded with the results indicated below;
First, according to the survey, using games in middle school English classes is useful and positive.
Second, according to the post-experiment test results, English interest, participation and self-confidence of the test group was increased, but the Control group that received traditional methods of English instruction was not.
In spite of the fact that English is an important subject in middle school, a lot of students dislike traditional teaching methods. To improve their English interest, achievement, and self-confidence, it is necessary to develop various English teaching method is, such as using games in English class. This can be accomplished by developing middle school students' interested in, familiarity and confidence in English learning.

목차 (Table of Contents)

• 목차
• 1. 서론 = 1
• 1.1 연구의 목적 = 1
• 1.2 연구의 내용 및 제한점 = 3
• 2. 이론적배경 및 선행연구 = 5
• 2.1 중학생의 특성 = 5
• 2.1.1 사춘기와 청년기의 중학생 = 5
• 2.1.2 중학생의 발달과 변화 = 6
• 2.2 게임의 특성과 학습 = 10
• 2.2.1 게임의 정의 = 10
• 2.2.2 게임의 특성 = 11
• 2.2.3 게임과 학습동기 = 14
• 2.2.4 게임의 조직 형태 = 18
• 2.2.5 학습과 게임과의 연관성 = 20
• 2.2.6 게임과 교사의 역할 = 21
• 2.2.7 영어 수업에서 활용할 수 있는 게임들 = 23
• 2.2.8 게임의 종류 = 24
• 2.3 선행연구 고찰 및 가설 = 38
• 2.3.1 선행연구 고찰 = 38
• 2.3.2 가설 = = 40
• 3. 연구방법 = 42
• 3.1 연구대상 = 42
• 3.2 연구의 내용 = 42
• 3.3 연구절차 및 연구기간 = 43
• 3.4 실험도구 = 44
• 3.5 실험 및 자료수집 = 45
• 3.6 교수 학습지도 = 46
• 3.6.1 수업전개모형 = 46
• 3.6.2 교재지도 방법 및 내용 = 46
• 3.6.3 게임지도내용 및 방법 = 48
• 4. 연구 결과 및 분석 = 56
• 4.1 영어학습 흥미도 = 59
• 4.2 영어수업 참여도 = 60
• 4.3 영어학습 성취도 = 60
• 5. 결론 = 64
• 참고문헌 = 66
• Abstract = 70
• 부록 = 73
• 부록 1 설문지 = 73
• 부록 2 수동태 노래 74
• 부록 3 분단별 활동 = 75