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챈트를 活用한 效果的인 初等英語 授業 方法 硏究 원문보기
On Effective Chant-Using Methods in Elementary School English

  • 저자

    황지현

  • 학위수여기관

    昌原大學校 敎育大學院

  • 학위구분

    국내석사

  • 학과

    영어교육전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    72p.

  • 키워드

    챈트 초등영어 수업 방법 효과 분석;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T9168160&outLink=K  

  • 초록

    The goal of this thesis is to examine the use of a chant as an effective method for teaching English to elementary school students. Specifically, I try to propose that chant-using techniques would improve the efficiency in learning in the English class. In order to support my proposal I conducted an analysis of 40 fifth-grade students in an elementary school, their ability of listening, communication skills, changes in their attitude, the degree of interest before and after using the program. The overall composition of the class is as follows: The students who have an experience in 'a chant-using class' from 17.5%, while those who don't are 82.5%. Also 62.5% answer that they have been to an English institute or studied English using educational reference books. The results of the analysis are as follows: First, concerning the question 'Do you easily understand what your teacher says in English?', which is the question asking wether their listening skills have been improved, the percentage of the students with negative response was reduced from 50% to 30%, moreover, with regard to 'listening to English CDs', the result of the application shows that the negative response decreases from 42.5% to 17.5%. In right of this fact, I conclude that using a chant is most likely to improve the listening ability in English. Second, upon examining the communication skills, 'checking the ability respond to a question in English', I find that the negative response decreased from 60.0% to 25.0%, while the positive response dramatically increases from 5.0% to 35.0%. On the questions asking one's improvement in before the application, 'the degree of expressing their mind in English', the negative response, which is 70.0%, greatly decreases to 32.5% after applying it to English class after application. Third, in terms of interest and changes in their attitude, 25.0% of the students who answer positively to the question about 'the degree of interest of English study', after the application. Concerning the question about 'the degree of participation in class', the positive answers are highly increased from 20.0% to 52.5%. In sum, chant-using classes play a very positive role in changing students' attitude and the degree of interest in English study. In conclusion, I suggest that the findings of this thesis seems to be in line with Piaget's theory of cognitive development, which states that the ability to concentrate decreases when studying one thing. Also, I suggest that the result of this study supports a recent study that indicates that the use of a chant will help children enhance the listening skills for a new language. In this respect, studying English by means of a chant would be a very effective method for students who are in the process of cognitive and developmental growth.


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