파닉스와 주제별 지도를 통한 학습 부진아의 영어 읽기 능력향상에 대한 연구

Abstract

Abstract

The purpose of this study is to help the underachievers of the fifth grade improve English learning ability by applying phonics instruction and the materials from the text books. For this study, fifth grade students who scored below 60 points out of 100 on their final term exam were considered underachievers. Phonics instruction and expressions from the textbook were reestablished and planned to apply to the underachievers. The subjects of this study were five fifth grade students with English reading problems at elementary school A, located in Yangsan city, Kyeongsang nam-do. An English ability test, questionnaires measuring students' interest in English and a survey on the students' background were implemented. It was carried out for ten days (three hours a day) during vacation. Due to their varying abilities, the five students were classified and taught separately in three groups: Two upper level students, another two middle level students and one lower level student. The process in teaching was carefully and steadily recorded in a teaching journal, in which there were teaching lessons, the result of everyday assessment and the students' reactions. The students were instructed through the phonics book along with the text book. The phonics book included several advanced sounds such as double consonants and diphthong as well as basic sounds like single consonants and single vowels. The text book contained family-related words, personal pronouns (subjective, possessive, objective), be verbs, prepositions, interrogative pronouns, past tense, and so on. A formative test was conducted among the students at the beginning of the class every day to be recorded in a teaching journal. At the end of the ten-day session, students were asked to participate in a questionnaire survey on their post-interest in English and to take a post-English ability test. The teacher of this study analyzed the data, and made up a comparative graph of the students' pre-English ability test and post-English ability test to find out the improvement of their English reading ability along with the improvement of their attitude and interest. The result of teaching phonics and the textbook to the students in this manner showed: 1. The students' English ability has significantly improved especially in reading and pronunciation. 2. Introducing various activities helped the students enhance their participation and thus impacting their interest and motivation in English in a positive manner. 3. The result of the post test indicated objectively that they were greatly improved to a degree of 15 to 20 points. From the analysis above, the teacher recognized that the intensive program during vacation was incredibly effective in the improvement of the underachievers' English ability. Based on the results of this study, a more efficient alternative can be proposed as follows. First, it would be better to instruct the underachievers separately two or three times a week during the semester not just during vacation. More attention will be given to the lower level students, which will improve their performance. That way the state of underachieving could be reduced. Second, in addition to teaching children with the textbook, systematic instruction of phonics should be introduced within the regular class curriculum in order to reduce the learning difference of underachievers in English reading.