듣기입력의 강화를 통한 말하기, 읽기와 쓰기의 통합지도 방안 = A Study on Primary School English Instruction Integrating Speaking, Reading, and Writing through Listening Input Enhancement

다국어 초록 (Multilingual Abstract)

This study was carried out to see if it is an efficient way of teaching English in the elementary school class: 1) by listening and repeating only in the first period; 2) by reading the dialogue script while listening and repeating the dialogue in the second period; 3) in the third period, reading the dialogue script, by repeating after the dialogue and filling in the blanks of the dialogue script with the new words or phrases; 4) in the fourth period, by reading the dialogue script, repeating after the dialogue and dictating some sentences that they heard in the dialogue and then switching the words with others in the sentences; and, 5) in the last period, through checking out whether the students can repeat after the written dialogue without hearing the sound. Then, the teacher dictates some sentences and the students rewrite them, in free composition. Students can reach the point of free composition through this lesson process.
The effects of the instruction were evaluated by tests and a questionnaire from the students.
The result of data analysis revealed the following findings:
At the beginning of this process students somewhat worried about repeating the dialogue because they can not understand the dialogue, which is much longer than that of earlier years. But after some time they could repeat after the dialogue and by the end of the first period they could repeat the dialogue fluently.
In the second period students received a script paper. The students could read the script of the dialogue even though they faced new words they did not know before, because they could see it’s similar with the dialogue.
In the third period students got a paper with word-blanks. While listening to the dialogue, they should fill in the blanks and write down some sentences that they heard. In the fourth period, while listening to the dialogue, students should write down some sentences and practice switching words as far as they can. In the fifth period, students were given a listen-repeat test. In this test, the students dictated some sentences and rewrote them.
From the first period to the fifth, students were able to learn listening, speaking, reading and writing without using the dialogues that were presented in the first period. As a result of this learning process, the students could listen and speak English more than they anticipated. Through dictating and rewriting the sentences they could write the words or sentences more easily as the days went by. The students abilities for dictating, switching words with others, and rewriting improved more and more as time went by.
Through the questionnaire I discovered that in the beginning the students were very concerned about English learning and were unwilling to communicate in English. However, at the end of the semester worrying about English decreased and their confidence in speaking English increased.
Pedagogical suggestions are made as follows: 1) the enforcement of 'listen and repeat', 2) rethinking of early alphabet teaching, 3) teaching reading and writing through listening and speaking practice, and 4) assessing the effects of increased English learning time.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 5
• 3. 연구의 문제 6
• Ⅱ. 이론적 배경 8
• 1. 듣기 지도 8
• 2. 듣기를 통한 말하기의 연습 14
• 3. 듣기 활동을 통한 읽기와 쓰기의 연계 지도 15
• 4. 언어 기능의 융합적 연계지도 16
• Ⅲ. 연구의 실행 20
• 1. 연구의 대상 20
• 2. 연구의 절차 20
• 3. 자료의 분석 30
• Ⅳ. 연구의 결과 32
• 1. 단원 주제 대화 듣고 따라 말하기 결과 32
• 2. 대화 지문에 주요 단어 넣기 설치 결과 33
• 3. 대화 듣고 받아쓰기 평가 결과 35
• 4. 받아쓰기를 통한 단어 바꾸기 평가 결과 36
• 5. 받아쓰기를 통한 자유 작문 활동 결과 38
• 6. 듣기를 통한 말하기, 읽기, 쓰기의 연계 지도의 효과 39
• 7. 영어에 대한 흥미도 42
• Ⅴ. 결론 및 제언 50
• 1. 결론 50
• 2. 제언 51
• ※ 참고 문헌 54
• ※ 부 록 58