챕터북을 활용한 초등 영어 읽기・쓰기 통합 지도 방안 (A study on an integrated instruction for elementary English reading and writing using chapter books)

서지정보

· 발행기관 : 한국초등영어교육학회
· 수록지 정보 : 초등영어교육 / 21권 / 2호 / 213 ~ 236페이지
· 저자명 : 채희영, 박약우

초록

This study aims to develop and examine an efficient integrated reading and writing instruction for elementary school upper grades using chapter books. For the study, 4 chapter books were selected, and an integrated reading and writing instruction model was developed and implemented in one 6th grade class for 12 weeks. To see the effects of the instruction model, various types of data were collected through a pre and post reading and writing tests and questionnaires about affective attitudes. In addition, teacher's journals and students' logs were kept. The results are as follows. The integrated reading and writing lessons using chapter books had significantly positive influence on students' reading and writing ability. It also had meaningfully positive influence on students' emotional domains such as interest, participation, confidence, adventure, and anxiety. When they read and understood long stories in English in chapter books, the students felt a sense of achievement, which encouraged their positive participation and raised their confidence in English. The writing activities before and after reading chapter books were effective in students' reading and writing growth. They were such various activities that maintained students' desire to read sustainedly and demanded their participation mentally as well as physically. But there is a warning that chapter books should be cautiously selected in consideration of students' cognitive and linguistic level.

영어초록

This study aims to develop and examine an efficient integrated reading and writing instruction for elementary school upper grades using chapter books. For the study, 4 chapter books were selected, and an integrated reading and writing instruction model was developed and implemented in one 6th grade class for 12 weeks. To see the effects of the instruction model, various types of data were collected through a pre and post reading and writing tests and questionnaires about affective attitudes. In addition, teacher's journals and students' logs were kept. The results are as follows. The integrated reading and writing lessons using chapter books had significantly positive influence on students' reading and writing ability. It also had meaningfully positive influence on students' emotional domains such as interest, participation, confidence, adventure, and anxiety. When they read and understood long stories in English in chapter books, the students felt a sense of achievement, which encouraged their positive participation and raised their confidence in English. The writing activities before and after reading chapter books were effective in students' reading and writing growth. They were such various activities that maintained students' desire to read sustainedly and demanded their participation mentally as well as physically. But there is a warning that chapter books should be cautiously selected in consideration of students' cognitive and linguistic level.

참고자료

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