클러스터링을 이용한 학습자 의사소통 능력신장방안
A Study on the Clustering Activities for Improving Leaner's Communicative Competence
- 발행기관 강릉대학교 교육대학원
- 발행년도 2007
- 학위수여년월 2007. 8
- 학위명 석사
- 학과 및 전공 교육대학원 영어교육전공
- 원문페이지 iv, 78 p.
- 본문언어 한국어
초록/요약
The purpose of this study is to investigate how to improve spoken English competence of the studdents who are beginners in listening and speaking English throughout studying clustering. It is pointed out that English conversation classes studying grammar intensively is not helpful to develop the spoken English competence of students lacking in a basic knowledge of English. So, to let them speak and listen to materials well during the class, I have designed a useful group of words and phrases to use to communicate with each other in English fluently. This is known as clustering. This clustering is made up of short and important expressions used to make complete sentences. Therefore, in students case they can use them anywhere, anytime when they want to communicate in English by using them. Because it is too simple to memorize. Furthermore, the spoken English competence can effectively be improved by making students practice listening and speaking part in English on the foundation of the clustering acquired. To accomplish this, 60 second-year students of a boy's middle school in Gangneung were classified into two groups (experimental and comparative) The experimental group was carried out for 2 class-hours a week for 6 months to a group of 30 students. they were given some specific teaching techniques which can improve speaking skills instead of using translation and explaining grammar in the speaking part was given to the comparative class. The following hypothesis were tested 1) Some specific speaking activities by using clustering could improve interest and self-confidence of the students. 2) The experimental group with speaking activities which were made based on the situational clustering could get better marks on the speaking test than the comparative group. Acquiring clustering knowledge of English is indispensible to improve listening and speaking part. It means that you can learn two distinguished materials at the same time. To build up word power, the knowledge of the contextual information, clustering connected with a word's meaning must be acquired. The knowledge of word order, sentence pattern and grammar is required in order to produce English sentences by oneself. It is not an inevitable truth to study English, but, in this case, the story of that theory has different notions. It is that everyone can improve their two different functions out of four throughout studying clustering at the same time. The way to acquire from the foundation of communicative competence is memorizing a simple and easy sentence such as clustering. More importantly, the sentences memorized must be internalized so that may take firm roots in the speech and listening nerve. Studying clustering is the only way to internalize them. It is suggested that to practice memorizing the simple sentences or phrases, students can be drilled students in speaking and listening English. Everyone can make the clustering as they wish, but, it should be short, meaningful, and correct as well. Studying clustering can be one of the most popular alternative way if it is used correctly. The following teaching techniques were practiced: task-based tasks, internet, visual aids, dialogue practice, role-play, riddle games. For the experimental analysis, a questionnaire for the interest and self-confidence in speaking was administered to the experimental group before and after the experiment to test the first hypothesis, and English grades from two speaking tests were used to test the second. The results were as follows. 1) The percentage of student's interest and self-confidence in speaking English went up meaningfully. 2) The way which is using clustering between the pre - and post-experimental speaking tests shows that some specific speaking activities did have some effects on the student's speaking grades. The gap between the experimental class and the comparative one was statistically meaningful. In conclusion, educators should do their best to improve their student's speaking ability by giving them a chance to perform a more communicative activity by using the clustering approach.
more목차
Ⅰ. 서 론 = 1
1.1 연구의 필요성 및 목적 = 1
1.2 연구의 내용 = 3
1.3 클러스터링의 정의 = 4
1.4 연구의 제한점 = 4
Ⅱ. 이론적 배경 및 영어교육의 이론 = 5
2.1 행동주의 학습이론 = 8
2.2 인지학습 이론 = 10
2.3 기타의 학습 이론 = 12
Ⅲ. 지도방법 및 관련이론 = 13
3.1 듣기 지도 = 13
3.2 말하기 지도 = 15
3.3 Chomsky의 LAD 이론 = 22
3.4 Krashen의 제 2언어 습득이론 = 23
3.5 McLauglin의 정보처리 이론 = 24
Ⅳ. 연구 대상 및 교수방법 = 25
4.1 연구가설 = 26
4.2 선행연구 고찰 = 26
4.3 연구 목표 = 27
4.4 프로그램 내용의 선정 및 선정기준 = 27
Ⅴ. 연구 과제의 설정 = 29
5.1 실태 조사 및 분석 = 29
5.2 실태 조사 내용 및 결과 = 29
5.3 분석 결과에 대한 대책 = 29
5.4 사전평가 = 30
Ⅵ. 연구 방법 및 절차 = 31
6.1 연구대상 = 31
6.2 연구기간 및 일정 = 32
6.3 사전 평가 = 32
6.4 연구의 절차 = 32
6.5 클러스터링을 활용한 교수내용 = 33
6.6 의사소통 중심의 교수·학습 모형 구안 및 적용 = 37
Ⅶ. EBS English Cafe / Arirang TV 방송 활용 = 40
Ⅷ. 영어 평가 실시 = 41
8.1 듣기평가 = 41
8.2 말하기 평가 = 41
8.3 연구의 결과 = 42
Ⅸ. 연구의 결과 및 분석 = 46
9.1 사전 검사 = 46
9.2 클러스터링활동 학습의 비교 및 분석(1·2차) = 49
9.3 클러스터링활동 학습의 비교 및 분석(3·4차) = 51
Ⅹ. 결론 및 제언 = 52
10.1 결 론 = 52
10.2 제 언 = 55
참고문헌 = 56
Abstract = 58
부록 = 62
