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수준별 조기영어 몰입수업에서 형태초점 교수전략 효과 연구
정동빈(Jeong Dong-Bin),김지숙(Ghymn Jisook) 팬코리아영어교육학회(구 영남영어교육학회) 2008 영어교육연구 Vol.20 No.3
The purpose of the present study is to analyze the effect of differentiated groups learning in early elementary English immersion education. 34 elementary school students participated in the research. They were divided into two groups such as a below-level and an on-level. Subjects’ data samples were collected from the 1st graders of Seoul M Elementary School. This study used both class observation and recording. In the course of research, a focus-on-form teaching method was applied to obtain as much uptake as subjects could get in accordance to teachers‘ corrective feedback strategies(eg. Q/S(Question/Student) strategy) in the differentiated groups. This study suggests that differentiated teaching for the 1st graders in the English immersion classroom is insignificant because students are believed to possess LAD even in L2 stage. This study also suggests that teachers should consider the gap in differentiated groups, not as a variation in learning competence, but as the need to provide diversified teaching strategies, methods and lesson plans, by recognizing the difference in the students’ previous exposure to English.
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몰입식 초등영어교육에서 교정피드백과 업테이크의 상호관련성 연구
정동빈(Jeong Dongbin),김지숙(Ghymn Jisook) 한국초등영어교육학회 2008 초등영어교육 Vol.14 No.1
The purpose of the present study is to analyze the effective types of teacher"s corrective feedback by incidental focus on form teaching methods for English immersion classes, Specifically, it focuses its objective on learner uptake in relation to teachers" corrective feedback in language arts in the primary immersion classroom. In this study, strategies were measured by using class observation and recording. The data concerned was analyzed based on various inter-relationships elements: the frequency and distribution of different feedback types and types of learner uptake. As a result, direct prompts and expansion in FFEs were likely to be effective in associating similar words and building on sentences that would be added by learners, especially in case of vocabulary and sentence learning. The differentiated strategies that the teacher employed could enhance cognitive uptake for lower graders in elementary English immersion school. To produce proficiency and accuracy simultaneously, incidental preemptive focus on form methods can be significant in the immersion classroom.
KCI
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