받아쓰기 학습지도가 듣기와 쓰기 능력 신장에 미치는 효과

Abstract

The purpose of this study is to examine the effects of dictation on elementary school learners of listening and writing English. Specifically, the effects of dictation were examined in the aspects of the improvements and learner's confidence in listening and writing skills of 4th grade students in an elementary school in Busan. For the methods, 103 children participated in the study over a period of 12 weeks. They were further divided into three groups: High, Mid, Low levels. The results of this study are as follows: First, the results showed a significant improvement in the subjects' listening ability, especially the high-level group had a greatest improvement. This is due to the fact that the high-level group could expand their attention span or concentration on listening through dictation. Second, the results showed a significant improvement in the children's writing ability. The mid-level group and low-level group had a greater improvement - only because the mid-level group and low-level group had more opportunities to practice writing through dictation. Third, the results did not seem to show significant improvements of learners' confidence in listening and writing. It has revealed that increasing the number of words and the gradual movement of one level to the next contributed to lowering the learners' confidence. Lastly, the learners' overall confidence on dictation was improved and the children at the mid-level improved most. So, dictation seems to be useful for improving listening and writing abilities of the mid-level group. Based on the results of this study, the following suggestions on teaching writing by the step-by-step dictation methods were made: First, it would be more effective if a teacher uses dictation properly in English classes and various kinds of dictation should be developed according to various learners' levels. Second, dictation would be more effective if students had to memorize words and phrasal verbs more intensively. The interview revealed that dictation helped students learn phonics and also helped them to memorize words and phrasal verbs more effectively. Overall dictation makes learners feel less burdensome to learn English. Third, English texts need to have different writing activities and be restructured. The level of writing on newly revised English textbooks seems to be easier than the current learners' abilities and thus not sufficient to stimulate their optimal cognition level.