초등학교 영어교육에서 실생활 중심 교재 활용에 관한 연구 = (A) Study on the use of Authentic Materials in Elementary School English Education

다국어 초록 (Multilingual Abstract)

The purpose of this study is to see how elementary students motivation in English learning is affected by the use of easily approachable authentic materials and to investigate their effect in the motivation of English learning, development of English learning strategies, and the improvement of English fluency.
In order to establish a basis for this study, questionnaires, interviews, and preliminary applications were done to find interesting authentic materials and the possibility of their classroom application. Also, the whole language approach was introduced as a theoretical background. It is desirable for us to focus on real language use with authentic materials because language is real, integral, and authentic.
First, authentic materials were defined not as materials like textbooks made for language education, but as real[genuine] materials used by people living in English countries stuff like pamphlets, children's books, newspapers, magazines, advertisements, Internet websites, stories, borrowed words, and language experiences. Further, in this paper, it was clearly demonstrated that authentic materials which are compatible with elementary school children in an EFL situation must be appropriate to the learners' level, and meet the learners' feelings. Also, some case studies which have used authentic materials like domestic and foreign stones, content from other subjects, and borrowed words were investigated to develop instructional strategies where authentic materials can be applied effectively.
On the basis of these definitions, conditions, and cases, the diversified materials were developed through examining six fields: drama, stories, borrowed words, cooking, mathematics, and the Internet. Here elementary children's interest and preference were considered to facilitate effective learning. These materials were organized for class instruction and were applied to 14 children who participated in extra English programs as follows.
In the first unit, the drama, 'What does she do on Sunday?' was chosen as an authentic play. The drama was shown on video to the children and it was performed by them on a real stage. The drama presented by the children was videotaped and shown to evaluate their performance and correct their mistakes. Furthermore, the learners reviewed the main expressions of the unit through investigating their own performance and learned some important expressions through their own acting.
In the second unit, the story, 'Chicken-Licken' was selected as a basic authentic story. The story was presented to facilitate children's understanding through listening and reading with illustrations. Children were instructed to retell the stories while using props and pictures. Also, "How many are there~?" was taught in relation to connected with the number of animals from the same story 'Chicken-Licken.' More activities such as exchanging American money in the math unit and other stories were added to help children read and write correctly. In addition, the examination and correction of borrowed words(Konglish) used in textbooks of the 5th and 6th grade was done.
In the third unit, a short story, 'A Pretty Duckling' was selected. For the introduction of vocabulary related to birds and the main phrases were taught through class activities. Then using the vocabulary, children were instructed to organize stories and their own books and to read them to the other students. 'Rainy Day' and 'An Old Lady' in which similar expressions and structures are used also helped to facilitate learning.
In the fourth unit, for a lesson done through 'Language Experience,' cooking was introduced. First, the mimming of making cookies was presented to facilitate motivation of learning through experience. For experience learning, children were instructed to make sandwiches themselves. And then they made invitation cards written in English for a sandwich party and sent them to their friends. An actual party was given at their houses. To learn borrowed words frequently used such as "sandwich," videotapes were played and borrowed words from words found in magazines, newspapers and pamphlets were read, written and classified by the children.
In the fifth unit, an investigation and guessing was done about two stories. Next, children read the books for a thorough understanding. Based on what they read, they guessed the ending to complete the story. Using sports videos, chanting and class activities, important expressions and prepositions in the story were learned. Pictures and puzzles found among American newspapers for children that were appropriate to the students' level were used for extended vocabulary learning.
In the sixth unit, the Internet was used as an authentic material. Computers were used directly and borrowed words related to the Internet were searched for. Correct reading and writing like e-mail were presented as an experience activity. Children were encouraged to search for English sites related to elementary students. Interesting stories were searched for and discussed in groups. An appropriate story was selected and acted out on the stage by the children. Finally, activities such as puzzles; games, data searching, story writing and listening were offered depending on the students' own choice.
The result of the use of authentic materials was demonstrated through quantitative analysis such as questionnaires and qualitative analysis such as general and direct observation of classes, the children's own evaluation cards, portfolio and interviews with parents.
First, in, order to see, the effect of authentic materials on the motivation of learning, an examination of the materials was made before and after the activities. The students answered that they were interesting. However, a slightly negative response was given to English learning through mathematic materials. Also, journals of observation were kept every hour to see if the materials were interesting, challenging and appropriate, to see if actual learning was accomplished, and how long the students concentrate. According to the observation results it was demonstrated that sandwich-making, story-telling 'A Pretty Duckling' and 'An Old Lady,' using the Internet and performing dramas were most effective in inducing the motivation of learning.
Pre- and post- investigation and observation were positively utilized to see if authentic materials are effective as a learning strategy. As a result, through meaningful application of materials and active use of strategies, it is possible for children to use learning strategies more actively than before. Examples of learning strategies are as follows : understanding through experience, learning vocabulary through dictionaries, understanding through context and continuing use of what they learned.
The effect of authentic materials on the improvement of English fluency was examined through pre- and post- investigation and observation of classes. Result showed that both female and male students had a higher motivation to use English in an actual situation. Most female students were highly encouraged in learning English and their skills of listening and writing improved more than the male students.'
The simple exercise did not focus on mastering English skills, but the use of authentic materials that have cognitive qualities were encouraged for English classes. Through the classes, students had meaningful and diverse experiences in language, and gained a broader understanding of English culture, and expanded their capability to be a more fluent English user.
Authentic materials are considered as valuable in that they offer a basis for improved communication capabilities. However, they should be supplemented in that they are poor in providing diversified activities and tasks depending on the multiple intelligences of students. When students select and perform tasks which are appropriate to their level, it is considered that better learning of English can be possible. Therefore, for learner-focused education, the level of the learners should be analyzed thoroughly and authentic materials and tasks that are appropriate to their level should be used.
This study is intended to present a meaningful model and focus to establish an improved English curriculum and to reorganize English classes through the use of authentic materials that are based on actual materials and situations.

목차 (Table of Contents)

• 목차 = ⅰ
• ABSTRACT = ⅲ
• Ⅰ. 서론 = 1
• A. 연구의 의의 및 목적 = 1
• B. 연구의 제한점 = 6
• C. 용어의 정의 및 연구 문제 = 7
• Ⅱ. 이론적 배경 = 10
• A. Authentic 교재 활용의 이론적 배경 = 10
• 1. 총체적 언어 접근법 = 10
• 2. 초등학교 영어 교육과정에의 적용 = 24
• B. Authentic 교재 활용을 위한 접근 = 29
• 1. 교재의 이해 = 29
• 2. 교재 활용의 관련 연구 = 42
• 3. 평가 = 61
• C. Authentic 교재 활용의 기대 효과 = 66
• 1. 언어 학습 동기 유발 = 66
• 2. 언어 학습 전략 신장 = 70
• 3. 언어 능력 향상 = 75
• Ⅲ. Authentic 교재의 구성 = 78
• A. 교재의 종류 = 78
• 1. 드라마 = 78
• 2. 이야기 = 81
• 3. 타 교과 내용 = 86
• 4. 언어 경험 = 91
• 5. 인터넷 = 93
• 6. 외래어 = 96
• B. 교재의 구성 = 98
• 1. 기초 조사 = 98
• 2. 교육과정 모형 = 100
• 3. 교재 구성 = 103
• 4. 교수 요목 = 106
• Ⅳ. Authentic 교재의 적용 = 111
• A. 수업 모형 = 111
• B. 교재의 적용 = 116
• 1. Unit 1-What does She Do on Sunday? = 116
• 2. Unit 2-Chicken-Licken = 124
• 3. Unit 3-A Pretty Duckling = 133
• 4. Unit 4-Making Sandwiches = 142
• 5. Unit 5-The Fox and the Stork ; The Bird and the Glass = 153
• 6. Unit 6-Using the Internet = 163
• Ⅴ. 연구 방법 = 171
• A. 연구 기간 및 대상 = 171
• B. 연구 절차 = 171
• C. 평가 도구 및 방법 = 174
• Ⅵ. 결과 및 논의 = 184
• A. 결과 = 184
• 1. 연구 문제 [1]에 대한 결과 = 184
• 2. 연구 문제 [2]에 대한 결과 = 189
• 3. 연구 문제 [3]에 대한 결과 = 196
• B. 종합적 논의 = 202
• 1. 논의 = 202
• 2. 일반화 가능성 = 208
• Ⅶ. 결론 및 제언 = 212
• A. 요약 및 결론 = 212
• B. 제언 = 217
• 참고문헌 = 219
• 부록 = 232