개인화(Personalization)가 초등영어 학습자의 의사소통 능력 및 정의적 영역에 미치는 영향 = The effect of personalization on elementary students’ English communicative competence and affective domains

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine the effect of personalized lessons on elementary school students’ communicative competence and on their attitudes towards English learning. For this purpose, the results were analyzed quantitatively and qualitatively. The quantitative analysis was measured using a speaking test, communication skills test and the students’ questionnaires which measured their interest, confidence, anxiety and motivation in English learning. The qualitative analysis was measured by the student feedback and the teacher’s observation journal. Two 5th grade classes (49 students in total) were asked to participate in the study, and were divided into a control group and an experimental group. Students from the control group engaged in learning English according to the textbook based on the 2009 Revised National Curriculum, whereas students from the experimental group participated in personalized English lessons twice a week. The experiment was carried out for a total of twelve weeks. The results of this study found that, with respect to the learner’s communicative competence, the quantitative data and the qualitative data show a statistically significant difference in the learner’s speaking and writing skills. Furthermore, the personalized lessons were effective in raising the learner’s interest, confidence and the expectation for the subject of this study. With this basis, this study suggests that teachers plan and make lessons that reflect the learners’ personal realities in their daily lives. This will then improve their communicative skills and change their attitudes towards learning English into positive ones, so it is beneficial for teachers to make their lessons personalized and relevant for their students.

목차 (Table of Contents)

• Abstract
• Ⅰ. 서론
• Ⅱ. 이론적 배경 및 선행연구 고찰
• Ⅲ. 연구방법
• Ⅳ. 연구 결과 및 해석
• Ⅴ. 결론 및 제언
• 참고문헌

참고문헌 (Reference)

1 김지영, "협상된 교과과정 운영이 초등학교 5학년 영어 학습자의 정의적인 태도와 영어 사용 효과에 미치는 영향" 제주교육대학교 교육대학원 2005

2 민유진, "초등학교 영어교재 분석 및 만족도 조사" 인천교육대학교 교육대학원 2003

3 이상훈, "초등학교 영어 의사소통 능력 신장을 위한 과업중심 언어 교수-학습 모형의 개발과 적용" 한국영어교과교육학회 6 (6): 55-, 2007

4 백홍실, "초등학교 5학년 영어교과서의 게임 분석" 제주교육대학교 교육대학원 2003

5 임향미, "초등학교 3, 4학년 영어 교과서의 개인화 활용 연구" 제주대학교 교육대학원 2011

6 이완기, "초등영어지도법" 문진미디어 2002

7 고경희, "초등영어교육의 이론과 실제" 한국문화사 2006

8 이기재, "초등영어 학습자의 의사소통의지 연구" 계명대학교 교육대학원 2004

9 노경희, "초등영어 습득론" 한국문화사 2002

10 박약우, "초등영어 말하기 지도, In 현장 수업 적용을 위한초등영어 지도법" 한국문화사 105-114, 1999

11 허선희, "초등 영어 학습자의 개인화 과업 수행 활동이 의사소통 능력과 태도에 미치는 영향" 대구교육대학교 교육대학원 2010

12 교육부, "초․중등학교 교육과정 해설 외국어(영어)" 대한교과서주식회사 1997

13 교육과학기술부, "외국어과 교육과정(Ⅰ)" 한솔기획 2009

14 배두본, "영어교육학 총론" 한국문화사 2002

15 양송미, "시리즈 애니메이션을 활용한 영어 수업이 초등학생의 듣기 능력 및 정의적 영역에 미치는 영향" 부산교육대학교 교육대학원 2012

16 Bloor. M., "The role of information in teaching English to young learners, In Teaching English to children" Longman 127-141, 1991

17 Krashen, S. D., "The natural approach: Language acquisition in the classroom" Pergamon Press 1982

18 Allright, R., "The importance of interaction in classroom language learning" 5 : 156-171, 1984

19 Widdowson, H. G., "Teaching language as communication" Oxford University Press 1978

20 Griffiths, G., "Personalizing language learning" Cambridge University Press 2000

21 Dornyei, Z., "Motivational strategies in the language classroom" Cambridge University Press 2001

22 Stevick, E. W., "Memory, meaning and method" Newbury House 1976

23 Cives-Enriquez, R., "Materials for adults: Inspiring and motivation L2 adult learners of biginner’s Apanish, In Developing English materials for language teaching" Contium 127-141, 2003

24 Tomlinson. B., "Materials evalution, In Developing materials for language teaching" contiuum 15-36, 2003

25 Scovel, T., "Learning New Language" Heinle & Heinle 2001

26 Ghosn, I., "How primary school coursebook tasks afe realized, In Developing materials for language teaching" Cintiuum 291-305, 2003

27 Moskowitz, G., "Caring and sharing in the foreign language class" Heinle & Heinle 1978

28 Long. M. H., "A role for instruction in second language acquistion: task-based language teaching, In Modelling and assessing second language development" Multilangual Matters 77-99, 1985