명시적 문법 지도와 영어 말하기 능력의 상관관계 연구

Abstract

ABSTRACT

A Study of the Relationship Between Explicit Grammar Instruction and English Speaking Achievement

Eun Hee Cha Advisor: Kyung ja Kim Ph. D. Major in English Language Education Graduate School of Education, Chosun University

Explicit grammar instruction have been increasingly applied to upper-grade students because for lower-grade students learning linguistic forms has not been viewed as a high priority. As a result, studies concerning the effect of focus-on-form approaches on lower-grade English learners have been limitedly conducted. Therefore, this study aims to investigate the relationship between explicit grammar instruction and English speaking of lower-grade students in third-grade in elementary school. The study group was comprised of 10 students in elementary school in Gwangju. The experiment group consisted of 5 students and the control group consisted of 5 students. Communicative teaching and explicit grammar instruction was performed on the experimental group while only communicative teaching was performed on the control group. Instructions were carried out 10 times in 30 minutes sessions. The results of the study came from both testing of students's speaking skills and questionnaire. The student's speaking skill was measured through one interview, after the experiment. The questionnaire was tested through survey results, before the experiment. Analyses of all the collected data was performed by descriptive statistics for questionnaire, and t-test for speaking. The results showed that there was no significant difference in speaking fluency between the experimental group and the control group. Furthermore the group which received explicit grammar instruction and communicative teaching performed significantly better in speaking accuracy than the control group.