초등영어 지도 교사들의 노래 활용에 대한 실태 및 인식조사

Abstract

A Study on the Current Actual Condition and Teacher’s Perception about the Use of English Songs in Elementary School

OH, Gi Sook

Graduate School of Education Pukyong National University

Abstract

English was formally introduced to the elementary school curriculum in 1997. For elementary schools, the purpose of the 7th National English Curriculum is to encourage learners to acquire basic communications skills. In order for this to be successful, teachers and school must build up a student’s interest, self-confidence, ease of learning and motivation in their classes. Teacher need to consider each child's abilities and personal learning styles. The current curriculum includes a variety of interactive activities in the lessons such as games, chants, and songs to encourage group and class participation. This study is focused specifically on songs because they are seen as a particularly powerful tool for English learning. They have been proven to reduce the psychological pressure involved in learning a foreign language and to stimulate a learner's interest in the learning process. Language and music go hand in hand, especially in English because it is a stress-timed language. Therefore, it is easy and more interesting to teach English through song. English songs have been used to create interest and build confidence in students at the elementary level for many years. Some leading studies site these desirable outcomes. The goal of this report was to investigate three things: 1) what's the teacher’s perception about the use of English songs in elementary school; 2) How's the current actual condition of the use of English songs in elementary school; and 3) How's the teacher’s perception about using 5 categories of English songs of English songs. In total, I surveyed 50 Elementary English teachers across Busan, Yangsan and Gimhae. I separated the songs into 5 categories: 1) textbook songs; 2) chants; 3) children's song; 4) story songs; 5) and pop songs. These categories are based on feedback from the respondents of the survey. One major finding of the survey is that 98 percent of all respondents said 'Yes,' and only 2 percent said 'No to the question 'Do you think the songs are necessary in an Elementary English class?', When asked for their preference of song choice in their class, most teachers claimed that textbook songs were high among the different kinds of songs they used. However, they also stated that their choice of this kind of song had almost nothing to do with the learner’s preference but rather the fact that there was a lot of support material. The drawback to the textbook songs is that they are not effective in holding the student’s interest. Therefore, teachers have become more motivated to use other children's English songs and story songs that students like and are interested in. In conclusion, this study finds that the teacher’s surveyed have a strong desire to use songs that both stick to the curriculum and that motivate and keep the student’s interest. That if either one was sacrificed, the goals of teaching the material would not be achieved.