아동문학 기반 총체적 언어학습을 위한 초등영어 교실수업모델 개발 및 적용 = A study of developing primary English teaching models for whole language learning using children’s literature

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to develop a program for elementary literacy enhancement through children’s literature, and to examine the possibility of implementing in primary English classrooms. To accomplish the objective, we used three theoretical foundations based on TPR storytelling (Ray & Seely, 1999), whole language learning (Freeman & Freeman, 1998), and content-based instruction (Brinton, Snow, & Wesche, 1989). First, we developed three different teaching-learning models (TPRS Model, WLL Model, and CBL Model) to educate diverse learners with different grade levels and language abilities. Based on the three different teaching-learning models, we selected 40 literary texts for developing teaching-learning materials for the elementary English classroom and additional 40 matching texts for outside classroom usage. The teaching materials include a lesson plan, worksheets, PPT materials, and a teacher’s manual for each selected text. We tested the models to students through actual classes in which one text from each model is fully demonstrated and to teachers through a teacher training program. The survey results from both students and teachers show that the program was successfully implemented to help increase the elementary English teaching-learning efficacy in Korean context.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구 방법
• Ⅳ. 연구 결과 및 논의
• Ⅴ. 결론
• 참고 문헌
• 〈부록〉

참고문헌 (Reference)

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2 Asher,J.J, "The total physical response approach to second language learning" 56 : 133-139, 1972

3 Rosenblatt, L. M, "The reader, the text, the poem: The transactional theory of theliterary work (4th ed.)" Southern Illinois University 1994

4 Richardson J. S., "Reading to learn in the contentareas (6th ed.)" Wadworth Cengage Learning 2006

5 Weaver, C, "Reading process and practice: From Socio-psycholinguistics to wholelanguage" Heinemann 1994

6 Vacca. J. A, "Reading and learning to read" PearsonEducation 2009

7 Krashen,S, "Principles and practice in second language acquisition" Pergamon Press 1982

8 Adair-Hauck,B, "Practical whole language strategies for secondary anduniversity-level FL students" 29 (29): 253-270, 1996

9 Asher,J.J, "Learning another language through actions: The complete teacher’sguidebook" Sky Oaks Productions, Inc 1996

10 Curtain, H., "Integrating the elementary school curriculum into theforeign language class: Hint for the FLES teacher" ERIC DocumentReproduction Service 1989

11 Ray, B, "Fluency through TPR storytelling: Achieving real languageacquisition in school. Berkeley" Command Performance Language Institute 1999

12 Freeman, Y. S, "ESL/EFL teaching: Principles for success" Heinemann 1998

13 Watson,D, "Defining and describing whole language" 90 (90): 129-141, 1989

14 Brinton, D. M., "Content-based second languageinstruction" Newbury House Publishers 1989

15 Snow, M. A, "Content-based and immersion models for second and foreignlanguage teaching in Teaching English as a second orforeign language" Heinle & Heinle 303-318, 2001