영어동화책을 활용한 문화주제수업이 초등영어학습자의 정의적 영역에 미치는 효과

Abstract

The purpose of this study is to investigate the effectiveness of culture instruction using English storybooks and the influence of culture instruction using English Storybooks on the affective domain of elementary school students. The subjects of the study were two elementary school classes in S elementary school in Busan. Once or twice a week, the experimental group was engaged in cultural instruction using English storybooks in English learning which lasted three months. Through the analysis of pre-and post-questionnaires, the change of two groups in the affective domain was monitored. The finding of the study can be summarized as follows; First, the result of comparing the degree of interest of two groups is that the experimental group showed a statistically significant improvement. Second, the result of comparing the degree of confidence of two groups is that the experimental group showed more significant development than the control group. Third, in the attitude toward culture, the experimental group showed a statistically significant improvement. Finally, it turned out that culture instruction using English storybooks had a positive impact on the change of students' overall affective domain(p<0.05), which led students to get more interested in English and helped them to develop confidence in English class. Based on the finding of this study, the following is suggested; The 2007 National Curriculum intended to activate culture education by placing the items of culture in the material category has not been so successful because it focuses on cultural education only using the old-fashioned model of language-centered approach. For more effective cultural education, instructors are required to use English storybooks covering diverse aspects of target culture which will result in culture-centered education. More effective teaching materials and methods are also highly needed to facilitate meaningful cultural instruction.