받아쓰기 지도가 지체장애 중학부 학생의 영어듣기능력과 영어 학습동기 향상에 미치는 효과

Abstract

This study has a purpose of providing foundational data in order for the middle school students with physical disabilities to get more efficient and appropriate English education, by executing a dictation learning program for those students as a study subject so as to grope for the improvement of their English listening skill and motivation. This study used a test method pre-and post-test design, with the subject of three third-year students at the E middle school for students with physical disabilities in G City, from June 4th till July 24th of 2007, to find out if the dictation learning program had improved the students’ English listening skill and motivation. As a tool for testing their English listening skills pre-and post-test design, 20 questions were used, which had been extracted from the English Listening Evaluation Sheet jointly managed by the 15 Ministries of Education (City-Province) nationwide. The tool for testing their English learning motivations pre-and post-test design was designed by modifying and complementing the ELMS of Ha, Jong-sun(2004). The dictation learning program consists of four types, and each of them used five different dictation test sheets which had been designed. The first type is for dictating words or phrases in which the contraction, assimilation, strong or weak form, or omission is used, and the second one includes listening some sentences, conversations, or short passages and filling in blanks simple phrases or idiomatic expressions in which a sound change occurs due to the liaison. The third type is that students dictate phrases or short sentences after listening to a relatively long passage arranged by communicative patterns, and the fourth one is dictating a whole sentence. Moreover, from the second type, a test sheet of dictating a pop song was designed and suggested to the students accordingly in order to arouse the students’ interest and attention, which is considered to be not so difficult for them to write down. After finishing the dictation practice, four questions were selected from each of the dictation practice sheet and executed as a formative evaluation. The results acquired from this study are as follows. First, it is proved that applying dictation to the English learning activities has a positive effect on improving listening skill. As students take dictation constantly, they can have the discrimination of sounds, the receptive capacity of sounds, and the skill that connects sounds with spelling, so their overall listening skill can be improved. Second, listening practice through dictation improves the learners’ motivation to learn English. It was proved that as the number of the practice performed increases, the learners like learning English more.