수학과 내용중심 영어수업이 초등학교 6학년 학생의 영어의사소통능력 향상에 미치는 영향

Abstract

This study was conducted with the aim of improvign the English proficiency of sixth grade elementary school students through Math Content-Based Instruction. Two classes from the same elementary school in Busan participated in the study with one as the experimental group and the other as the controled. The experimental group had been taught by Math Content-Based Instruction during discretionary activity time twice a week for 8 weeks for a total of 16 times. The control group followed the normal curriculum. The independent variable in this study is Math CBI which is designed to achieve the goals of the standard Math curriculum as well as positively affecting the dependant variables measured in this study. The dependant variables are the positive changes observed both cognitive and affective to the experimental group vs. control group. Students' communicative performances (listening, speaking, reading and writing), understanding of Math and their affective aspects (English interest, English self-confidence and participation) were measured by comparing and analyzing tests administered to both groups before and after experiment was conducted. The result of this study shows there was some significant improvement in students' English listening, speaking and writing performances, but there were no significant gains in their reading competence when compared between the two groups. Additionally, significant differences between the groups' Math understanding and affective aspects were not found. The results of this study suggest some potential implications such as the use of Math Content-Based Instruction in improving the English proficiency of sixth grade elementary school students. However due to limitations imposed by the scale of this study, more data with a larger sample size would be needed.