프로젝트 학습이 가정에서의 영어 학습량과 정의적 요인에 미치는 영향

Abstract

This study was intended to apply English project learning to 6th graders in elementary school and to examine whether it increases the amount of learning English at home and changes their affect (confidence, participation, and interest). For this purpose, we first conducted a preliminary survey on the degree of utilizing English textbooks and CDs at home and expectation from project learning. Then, we extracted two units to be used in project learning from a 6th？]grade English textbook. Project learning for the selected units was started with the choice of project subjects through agreement between the teacher and students. After subjects were chosen, presentation materials were prepared through group discussions on solutions for the subjects. After the presentation, we conducted a survey on affective factors and the effects of project learning on the children？fs exposure to English at home. The subjects of this study were 31 students in a 6th？]grade class at N Elementary School (Grade A area), and the results were as follows. Project learning can be a way for increasing learning amount to English at home for children like the subjects of this study who rarely use English textbooks or CDs at home. Moreover, while the teacher and the students chose the subjects of the project by themselves, the students came to take interest in learning and continued their learning. Furthermore, the students were induced to participate directly in learning activities, and role sharing in group activities contributed to their high participation. Most of all, the students experienced a sense of achievement through presenting and exhibiting the outcomes of their learning, and gained confidence from doing English projects on the theme of daily things. On the other hand, however, we found limitations in project learning by interviewing three students who showed little change after the project learning. The biggest limitation was that project learning was meaningless to students whose English achievement was extremely low. Two of the three interviewed students were very low in their English achievement, still learning the alphabet and being able to use only a few easy words. In such cases, project learning may rather discourage the learners from English learning. The other student interviewed showed very low participation despite high English achievement. The students was uninterested chronically, and short？]term project learning was not effective in increasing learning amount of English at home or enhancing interest, participation and confidence. For such a student, it may be necessary to plan long？]term project learning and apply it continuously.