초등학생의 또래 학습이 말하기에 미치는 영향

Abstract

The purpose of this study was to examine the effects of cooperative learning on elementary school students' English speaking as reflected in the goals of the elementary English curriculum revised in 2009. For this, this study was conducted for 8 weeks on 10 students at a location center. The participants, who were Korean elementary school students in Gim-hae, were in middle and low level groups. To this end, pronunciation, vocabulary, accuracy and fluency of the speaking section were analyzed. The analysis criteria and results are as follows: First, it was found that there was a significant difference between the experiment group and the control group in fluency after the experiment. According to the survey, the experiment group had better results than the control group. Second, as a result of the analysis of the survey, the experiment group had a higher interest in speaking English than the control group. It was found that there is a positive relation with interest in speaking English. Third, this study showed that cooperative learning has developed students' vocabulary ability in the experiment group. It was found that this study was associated with vocabulary improvement. In summary, teachers should provide more opportunities to students to speak English, especially with students around the same ages. Also, teachers need to be aware that they have to encourage students to make further efforts. Therefore, lessons should be learner centered, and students should have more chances to speak English than teachers during their lessons.