무언 단편 애니메이션 기반 이야기 만들기가 초등학생의 영어 쓰기 능력 향상에 미치는 영향 (The effects of story-building activities using nonverbal short animations on elementary English writing.)

서지정보

· 발행기관 : 한국초등영어교육학회
· 수록지 정보 : 초등영어교육 / 22권 / 2호 / 57 ~ 86페이지
· 저자명 : 이수정, 이동환

초록

This study aims to develop effective writing activities for elementary English learners by using story-building in Nonverbal short animations. The experiment group was made up of eighteen fifth grade students. Students constructed their own stories after watching a nonverbal short animation; in the first period, they watched the animation and did pre-writing activities; in the second period, they created their own stories about the animation and did post-writing activities. The results are as follows. First, students showed improvements in their English writing. The animation-based story-building activities encouraged them to gain insights on the main storyline as well as the recall of crucial words. Story-building in silent animals conversely lead them to pay close attention to linguistic elements. Second, the affective domains including interests, participation, confidence, and satisfaction have revealed statistically significant improvements. Animation watching worked as an effective attention-gatherer in the difficult, somewhat boring, writing assignments. In conclusion, students can improve their writing ability through story-building activities using silent animations. They enjoyed watching them and doing educationally meaningful activities. Accordingly, their overall confidence and satisfaction were improved, reducing the fear to write down something in English. Although it is difficult to do English writing, story-building can be an effective way to use it in elementary classes in relation to nonverbal short animations.

영어초록

This study aims to develop effective writing activities for elementary English learners by using story-building in Nonverbal short animations. The experiment group was made up of eighteen fifth grade students. Students constructed their own stories after watching a nonverbal short animation; in the first period, they watched the animation and did pre-writing activities; in the second period, they created their own stories about the animation and did post-writing activities. The results are as follows. First, students showed improvements in their English writing. The animation-based story-building activities encouraged them to gain insights on the main storyline as well as the recall of crucial words. Story-building in silent animals conversely lead them to pay close attention to linguistic elements. Second, the affective domains including interests, participation, confidence, and satisfaction have revealed statistically significant improvements. Animation watching worked as an effective attention-gatherer in the difficult, somewhat boring, writing assignments. In conclusion, students can improve their writing ability through story-building activities using silent animations. They enjoyed watching them and doing educationally meaningful activities. Accordingly, their overall confidence and satisfaction were improved, reducing the fear to write down something in English. Although it is difficult to do English writing, story-building can be an effective way to use it in elementary classes in relation to nonverbal short animations.

참고자료

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