한글 발음표기를 활용한 초등학생 영어 읽기 교육의 효과 연구

Abstract

The main purpose of this thesis is to investigate the effects of teaching English Reading to elementary school students with Hangeul, the Korean writing system, which is transparent in terms of the correspondence between sounds and letters and also familiar with the students. For the purpose, nine students from various grades of an Elementary School in Gwangju participate. Before taught, students were asked to fill up a pre-questionnaire to check their motivation and attitude towards English Reading. Also, they were given a pre-test to check their English reading ability. For 4 weeks, the students were taught how to pronounce English words using the Korean writing system. Then the students were given a post-test to check their improvement in the English reading ability and asked to fill up a post-questionnaire. All the data were analyzed statistically. The results of this experiment are as follows: First, English reading practice based on the Korean writing system increased the motivation of the students with regards to English reading; second, the practice increased the students' confidence in English reading by a larger degree; third, the practice was found to be helpful in increasing the reading speed of the students. Both the average reading speed of every student and the average reading speed of each individual student were improved; fourth, the method of this study is effective to all the sample students regardless of the English Reading ability that they had prior to the study. By examining the result of the study, the students were found to be standardized after the practice. From all these findings, I conclude that students learned English Reading effectively by using the Korean writing system. Moreover, the method developed in this study is also effective in improving the students' motivation, attitude, and confidence in English reading.