노래 및 챈트로 구성된 영어 동화책이 읽기능력에 미치는 영향

Abstract

English songs and chants have emerged as an effective tool for teaching English to elementary school students. These days, there are lots of English storybooks with songs or chants in the English libraries and English experience rooms of elementary and middle schools. Therefore, this study examines the effects of English storybooks with songs or chants on reading ability. For the study, two classes were selected from the 2nd and 5th grades of one elementary school in the city of Pusan, each grade containing an experimental group and a control group. English story books with songs or chants were read to the experimental group, whereas English story books were read to the control group only through storytelling. Two groups of 5th grade classes and two groups of 2nd grade classes were asked to take pre-tests and the equality of each group was verified. The study was conducted during their English lessons and morning period for about 10 weeks in the fall of 2009. The results of the study are as follows. First, according to the results of the post-tests, by an independent samples t-test, the experimental groups did not show meaningful differences compared with the control groups in their English reading ability. Second, according to the results of the post-tests, by an independent samples t-test, there were no meaningful differences between the lower and the upper grade groups in English reading ability. Third, when analyzing the paired sample t-test with the pre- and post-tests, in the case of the lower grade-experimental group there was statistically meaningful improvement in vocabulary. In the case of the lower grade-control group, there was also a statistically meaningful improvement in word comprehension. On the other hand, in the case of the upper grade, the control group, reading with storytelling led to a statistically meaningful improvement in comprehension ability.