유아 놀이 중심 영어 학습과 유아 이론 중심 영어 학습이 말하기, 듣기, 흥미도에 미치는 효과

Abstract

The purpose of this study is to examine the effects of a Play-Based Learning English Program on high, middle, low level's preschool students. After Play-Based Learning and Language-Based Learning were compared, learners' communicative comprehension in speaking, listening, and comprehension were examined according to their levels. An English learning center in Busan was chosen for the sample. Twenty four (24) five year old learners were chosen. The children were put into two groups. One group was observed under Play-Based Learning and the other under Language-Based Learning. Testing continued for four weeks, in twelve 30 minute periods. The same topics were used to test the effectiveness of the level-specific English teaching. There were post-test experiments. The post-test proved the findings. Play-based learning and Language-Based Learning were compared according to their levels. The post-test was conducted and the results for listening, speaking and comprehension according to their levels were observed. For speaking, in high level students, the experimental group scored 9% higher than the comparative group's. In middle level students, the experimental group scored 13% higher than the comparative group's. In low level students, the experimental group scored 34% higher than the comparative group's. For listening, in high level students, the experimental group scored 8% higher than the comparative group's. In middle level students, the comparative group scored 3% higher than the experimental group‘s. In low level students, the experimental group scored 34% higher than the comparative group's. For interest, in high level students, the experimental group scored 8% higher than the comparative group's. In middle level students, the experimental group scored 33% higher than the comparative group's. In low level students, the experimental group scored 33% higher than the comparative group's. In conclusion, low level students (Play-Based Learners) were found to improve speaking competence more than the comparative groups' high, middle students. Also low level students (Play-Based Learners) were found to improve listening competence more than the comparative groups' high, middle students. both low level and middle students (Play-Based Learners) showed more interest than the comparative groups' high students.