놀이활동을 통한 의사소통능력 향상
Improvement of the Communicative Competence through the Playing Activity
- 발행기관 강릉대학교 교육대학원
- 지도교수 구자혁
- 발행년도 2007
- 학위수여년월 2007. 2
- 학위명 석사
- 학과 및 전공 영어교육 전공
- 원문페이지 viii, 53 p.
- 본문언어 한국어
초록/요약
In an EFL context the significance of English textbooks as the main input is obvious. Under the 7th curriculum all elementary school children use only one series of English textbooks developed by the Ministry of Education, and therefore its importance cannot be overemphasized. It can be said that this series is not much distinguished from those under the 6th curriculum, for all of them make use of such learning activities as playing, chants, songs and role-plays. However, it is noticeable that in the former playing is more emphasized and each unit contains at least three play activities. This study attempts to present a whole picture of play activities adopted in the 7th curriculum elementary English textbooks for 3rd and 5th graders and to analyze them in regard to language enhancing effects, preparations, class organization and the ratio between games and other play activities. It also attempts to investigate how many of the play activities in the textbooks are put into practice in class, how much time is assigned to each playing activity, how much students and teachers favor play activities and how actively students participate. The results of the analysis and investigation can be referred to by classroom teachers and textbook developers. The theoretical background covered the nature of elementary English and the teaching and learning methods pursued in elementary English based on the impending questions of the English curriculum of the Seventh Curriculum Preliminary knowledge was obtained by examining communication skills, the concept of and need for play activities to improve communication, and the guidance and notes according to the types. After analyzing the previous study, research hypotheses were set based on what to get and improve in the study. Then the research procedures fitting the setting followed. A pretest was given to distribute the students in the control and experiment group. Their speaking and listening skills were evaluated byoral evaluations, while their reading and writing skills by a simple pen and paper assessment consisting of total 20 questions. The lower grade control group A and experiment group B each had four students, and the higher grade control group A and experiment group B each did five students. The control and experiment group received classes, which were later compared. After searching for an ideal lesson model based on the effects of the lesson methods applied to the experiment group, the lessons using play were given to the experiment group and compared with the teacher-oriented lessons applied to the control group from the second to ninth lesson. A simple survey, interview, and evaluation were carried out to examine their interest and accomplishment. The same assessments were given again three weeks later to examine retainment. Based on the hypotheses, the following research findings were observed : First, a simple survey and interview were given to investigate the interest of the control and experiment group. Unlike the control group that showed a low level of interest in the pretest, the experiment group increased the level much higher than the pretest and control group, which implies the lessons using play activities were highly correlated with interest. Second, a simple oral evaluation was given every week to assess the listening and speaking accomplishment of the lower graders. The higher graders were assessed for their listening and speaking accomplishment by an oral evaluation and their reading and writing accomplishment by a pen and paper test. The control group, which had a large proportion of the upper group in the pretest, still had a large proportion of the upper group, but its lower group increased its proportion compared to the pretest. As for the experiment group, the proportion of the upper and middle group increased, while the lower group decreased, which means that the more interested they were, the more accomplishment they showed and the better communication they developed. Third, the same accomplishment evaluations were given three weeks later to assess retainment. As for the control group, its upper group made a sharp dive and failed to retain the accomplishment. As for the experiment group, the upper group degraded a little bit, while the middle and lower group upgraded a little bit with no big difference. It seems that learning by play has enormous impacts on retainment of improved communication skills.
more목차
Ⅰ. 서론 = 1
1.1 연구의 필요성 및 목적 = 1
1.2 연구 기간 및 한계점 = 2
1.3 연구의 대상 및 방법 = 3
1.4 용어의 정리 = 4
1.4.1 교과 과정 = 4
1.4.2 문법 번역식 교수법 = 4
1.4.3 흥미도·성취도·지속성 = 4
Ⅱ. 이론적 배경 = 5
2.1 제 7차 초등학교 영어과 교육 과정 현안 = 5
2.1.1 초등영어의 성격 = 5
2.1.2 제 7차 초등학교 영어과 교육 과정 추구 교수·학습 방법 = 6
2.2 의사소통 능력 = 8
2.3 의시소통능력 향상을 위한 놀이 활동 = 11
2.3.1 놀이 활동의 개념 및 역할 = 11
2.3.2 놀이 활동 유형에 따른 지도 및 유의점 = 13
2.4 선행연구의 분석 = 15
2.4.1 선행연구 = 15
2.4.2 선행 연구 분석 및 본 연구에의 시사점 = 15
Ⅲ. 연구 절차 및 실행 = 16
3.1 연구 가설 설정 = 16
3.2 연구 시기 및 절차 = 17
3.2.1 사전 평가 및 조사 = 17
3.2.2 설문 조사 및 인터뷰 = 18
3.2.3 의사소통능력 평가 = 18
3.3 연구 과정 = 19
3.3.1 수업 방식 비교 = 19
3.3.2 수업 모형 개발 = 20
3.3.3 놀이 활동의 실제와 그 효과성 = 22
3.3.4 놀이 활동을 통한 수업 전개 예시 = 32
Ⅳ. 연구 결과 및 분석 = 38
4.1 〈가설 1〉의 결과 분석 = 38
4.2 〈가설 2〉의 결과 분석 = 42
4.3 〈가설 3〉의 결과 분석 = 46
Ⅴ. 결론 및 제언 = 50
References = 52
부 록 = 54
