과학과 내용중심영어교육이 초등학교 6학년 학생의 영어 학습에 미치는 영향
- Abstract
- The Effect of Vocabulary Learning on Content-Based Instruction in Science-English for 6th Grade Students
Kim Eun Wook
Graduate School of Education
Pukyong National University
Abstract
The purpose of this study is to verify the effect of content-based instruction (CBI) on the English education and to find out the influences of CBI on elementary education.
To achieve this purpose, experimental classes were carried out for 54 sixth grade students in two classes of an elementary school located in Busan.
To relieve students difficulties in learning new vocabulary and new sentences, the duration of one class was extended to two periods, one for vocabulary learning and the other for content learning.
As an evaluation system for the cognitive domains, TOSEL test was adopted, and pre- and post-questionnaires and reports for the affective domains were used.
According to this study, science CBI has positive influences on the 6th grade students' achievement in English without any negative effects on their affective domains.
These results show that CBI can be a good method to solve the problem elementary English education currently has.
The results of this study lead to the following recommendation:
First, objective and accurate tools for assessment in English are required for English programs development.
Second, various teaching materials and teaching methods should be developed so that the affective domains in English education have positive influences.
Finally, an emphasis on long periods of study, rather than short periods, is recommended.
- Issued Date
- 2012
- Awarded Date
- 2012. 8
- Type
- Dissertation
- Publisher
- 부경대학교
- Affiliation
- 부경대학교 교육대학원
- Department
- 교육대학원 초등영어교육전공
- Advisor
- 배재덕
- Table Of Contents
- 목 차
Ⅰ. 서론··········································································1
1.1 연구의 필요성 및 목적·····················································1
1.2 연구 과제····································································3
1.3 연구의 제한점·······························································3
Ⅱ. 이론적 배경 및 선행연구·········································5
2.1 내용중심 영어교육··························································5
2.1.1 내용중심 영어교육의 정의 및 이론적 근거····················5
2.1.2 내용중심 영어교육의 학습원리········································8
2.1.3 내용중심 영어교육의 유형··············································9
2.1.4 내용중심 영어교육의 교수 학습 전략································14
2.2 선행 연구의 고찰··························································18
Ⅲ. 연구 방법·································································22
3.1 연구 대상····································································22
3.2 연구 기간 및 절차·························································22
3.3 연구도구····································································23
3.3.1 정의적 특성 검사지····················································24
3.3.2 소감문····································································25
3.3.3 TOSEL 평가지··························································26
3.4 수업의 절차·································································26
3.4.1 교육과정의 재구성······················································26
3.4.2 학습모형··································································28
3.5 자료 분석···································································32
Ⅳ. 연구 결과 및 논의···················································33
4.1 연구과제 1의 결과·························································33
4.1.1 듣기 능력 향상에 대한 검증··········································33
4.1.2 말하기 능력 향상에 대한 검증·······································34
4.1.3 읽기 능력 향상에 대한 검증··········································35
4.1.4 쓰기 능력 향상에 대한 검증··········································35
4.2 연구과제 2의 결과·························································36
4.2.1 학생의 자신감 변화·····················································37
4.2.2 학생의 학습불안 변화··················································37
4.2.3 학생의 흥미도 변화····················································39
4.2.4 학생의 태도 변화·······················································39
4.2.5 학생의 학습동기 변화··················································40
4.2.6 소감문 분석 결과·······················································40
Ⅴ. 결론 및 제언·····························································45
5.1 결론··········································································45
5.2 제언··········································································47
참 고 문 헌········································································48
부록
1. 정의적 영역 사전․사후 검사지·············································51
2. 어휘학습 차시 (1차시) 교수-학습 지도안··························53
3. 내용학습 차시 (2차시) 교수-학습 지도안··························54
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과학과 내용중심영어교육이 초등학교 6학년 학생의 영어 학습에 미치는 영향.pdf
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