영어 숙달도에 따른 듣기 말하기 향상을 위한 교수법에 관한 연구- 취학전 아동을 중심으로

Abstract

This study aims to find that the English teaching techniques to improve listening and speaking abilities focused on preschool children who have experience of studying English. For the above purpose, it is surveyed what theoretical background and methods exist for early English lessons. The subjects for this study are 82 preschool children. The subjects of the first group are 28 children who have studied English from January 1st, 2005, the second group is 26 children who have studied English from March 1st, 2004 and the third group is 28 children who have studied English from March 1st 2003. Each group is classified into A, B and C sub-groups. Each A sub-group is given TPR class, B sub-group is given video class and C sub-group is given storytelling class. This study was designed to investigate the following questions; 1) Is there a significant difference in speaking and listening abilities according to the English studying experience? 2) Is there a significant difference in speaking and listening abilities according to English teaching techniques? The results were analysed through T-test and ANOVA(analysis of variance), with the Tukey method used in post-hoc analyses. The main findings of the study are as follows: First, according to the length of study, there are significant differences in listening and speaking ability. The second group is better than the first group and the third group is better than the second group in listening and speaking ability. Second, for first year children, the TPR class is a more effective teaching technique to improve the ability of listening and speaking in comparison with a video class and a storytelling class. Third, for second year children, a storytelling class is a more effective teaching technique to improve the ability of listening and speaking compared with the TPR class and a video class. Finally, for third year children, a video lesson is a more effective teaching technique to improve the ability of listening and speaking in comparison with the TPR and a storytelling.