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

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Author(s)
장은실
Issued Date
2005
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.
Alternative Title
A study on the English teaching techniques for improvement of listening and speaking skills of preschool students with different proficiency
Alternative Author(s)
Jang, Eun-sil
Affiliation
조선대학교 교육대학원
Department
교육대학원 영어교육
Advisor
김귀석
Awarded Date
2005. 2
Table Of Contents
목차
ABSTRACT = ⅳ
I. 서론 = 1
A. 연구의 필요성과 목적 = 1
1. 연구의 필요성 = 1
2. 연구의 목적 = 2
B. 연구문제 = 2
Ⅱ. 이론적 배경 = 3
A. 조기영어 교육의 이론적 배경 = 3
1. 언어학적 측면 = 3
2. 생리학적 측면 = 4
3. 사회 심리학적 측면 = 4
B. 조기영어교육을 위한 교수법 = 5
1. 직접식 교수법(Direct Method) = 5
2. 전신반응 교수법(Total Physical Response) = 7
3. 시청각 교육 = 8
4. Story telling = 10
Ⅲ. 연구방법 = 13
A. 연구대상 및 기간 = 13
B. 실험 도구 = 14
1. 듣기, 말하기 평가 = 14
2. 실험 절차 및 학습지도 과정 = 14
a. TPR 지도 방법 = 15
b. Video 지도방법 = 16
c. Story telling 지도방법 = 17
3. 자료 분석 = 20
Ⅳ. 연구결과 분석 = 21
A. 연구 결과 = 21
1. 학생들의 학습경험에 따라 듣기, 말하기 능력에 유의미한 차이가 있는가? = 21
2. 각 학습 방법에 따라 듣기, 말하기 능력에 있어 유의미한 차이를 보이는가? = 23
B. 논의 = 28
Ⅴ. 결론 및 시사점 = 29
A. 결론 = 29
B. 제한점 = 30
C. 제언 = 30
참고문헌 = 32
부록 = 34
Degree
Master
Publisher
조선대학교 교육대학원
Citation
장은실. (2005). 영어 숙달도에 따른 듣기 말하기 향상을 위한 교수법에 관한 연구- 취학전 아동을 중심으로
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/4372
http://chosun.dcollection.net/common/orgView/200000234635
Appears in Collections:
Education > Theses(Master)(교육대학원)
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