딕토글로스(dictogloss)를 통한 초등 6학년 학습자의 의문문 습득 양상 = The sixth graders’ acquisition of question forms through dictogloss

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the effects of dictogloss on elicited question formation. Three research questions were framed. Firstly, does dictogloss make any difference when we elicit questions? Secondly, how does dictogloss influence the acquisition of question forms according to sixth graders’ proficiency? Thirdly, which question forms are effectively acquired through dictogloss? The children in question are 50 sixth graders from two classes in an elementary school located in Yeongdeungpo-gu, Seoul, the Republic of Korea. One class was designated as an experimental group and the other as a control one. Eight texts from storybooks or English textbooks were given to the participants in the experimental group for 15~20 minutes each week over the eight week period, where dictogloss was conducted in one group. This study is designed as both a pretest and a post-test for non-equivalent groups. The participants’ error types were analyzed based on the result of both their pre-test and post-test. The main results of this study are as follows. Firstly, it is more effective in the acquisition of question forms to conduct dictogloss as the means to reconstruct the text which they were provided. Particularly, the results of the post-test showed that the experimental group had more statistically significant difference than the control one. Secondly, there is a significant improvement in the production of question forms in the intermediate and lower proficiency groups due to dictogloss. Thirdly, wh-subjective questions and wh-adverbial questions are affected by dictogloss. Based on these findings, this study suggests the following. Over all, it is an effective way to teach sixth graders the English question forms through dictogloss. Secondly, dictogloss is one method to attract learners’ attention about the language forms when teachers present a new text or a song(chant) from textbooks to young learners.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구 방법
• Ⅳ. 연구 결과 및 논의
• Ⅴ. 결론 및 제언
• 참고 문헌
• 〈부록 1〉 딕토글로스 활동지(상위권, 중위권 학생)
• 〈부록 2〉 딕토글로스 활동지(하위권 학생, 조별 활동지)
• 〈부록 3〉 의문문 만들기 사전ㆍ사후 검사지

참고문헌 (Reference)

1 이소영, "형태초점 교수법을 통한 초등영어 학습자의 의사소통능력 내재화" 서울교육대학교 대학원 2006

2 김호정, "초등영어에서 Dictogloss 과제 적용에 관한 연구" 청주교육대학교 2004

3 김희연, "초등영어 학습자의 의문문 습득과정" 서울교육대학교 2002

4 박정주, "중학교 영어 수업에서 Dictogloss의 효과에 관한 연구" 연세대학교 2008

5 구광진, "언어 형태초점 교수법을 적용한 영어 수업이 초등학생의 영어 이해 능력에미치는 영향" 부산교육대학교 2008

6 박수미, "문자 입력 활용 강화를 통한 wh-의문문 언어 형식 지도" 서울교육대학교 2009

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14 Swain, M, "Focus on Form through collaborative dialogue: Exploringtask effects in Researching pedagogictasks: Second language learning, teaching, testing" PearsonEducation 99-118, 2001

15 김혜경, "Dictogloss활동이 중학교 학습자의 현재 완료에 대한 문법 이해 및 사용능력과 문법 학습에 대한 태도에 미치는 영향" 서울대학교 2009

16 최희승, "Dictogloss활동을 통한 듣기와 어휘 능력 향상에 관한 연구" 청주교육대학교 2005

17 이수정, "Dictogloss를 활용한 출력중심과제 활동이 통합적 문법학습에 미치는 영향:고등학교 1학년 학습자의 수동태 학습을 중심으로" 한국교원대학교대학원 2007

18 강현아, "Dictogloss를 이용한 표현 연습이 중학교 단어 학습자의 관사 습득에 미치는 영향" 이화여자대학교 대학원 2004

19 서정민, "Dictogloss가 중학교 학습자의 영어 문법 학습에 미치는 효과" 건국대학교 2007

20 유호정, "Dictogloss 적용을 통한 초등학교 저학년 학습자들의 영어 학습 효과 연구" 동국대학교 대학원 2008