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Shared Reading을 통한 영어 동화 지도가 초등학습자의 영어 읽기 능력, 흥미도와 동기부여에 미치는 효과 원문보기

  • 저자

    권초롱

  • 학위수여기관

    공주대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    영어교육전공

  • 지도교수

    강용구

  • 발행년도

    2014

  • 총페이지

    iii, 54장

  • 키워드

    Shared Reading 초등영어 읽기;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13532664&outLink=K  

  • 초록

    This study examines how Shared Reading during after school class affects elementary students' English reading ability and attitude. It provides basic data which can help beginning reader. In this study, we mainly used the Shared Reading as the method for reading instruction, and additionally examined if the improved reading ability level of each group within the experimental group differed as well. To perform this study, we selected two groups out of T elementary school respectively as experimental group and controlled group. In the former class, the Shared Reading activity was carried out with 3 English storybooks during the after school class for three months and, in the latter class, it was conducted with CD-ROM title provided as an auxiliary textbook by the Ministry of Education & Human Resources Development during the same period. The result was produced through a statistical analysis by SPSS and Excel program on basis of the test results on the students' English reading skills and attitude before and after the study. The results of this study are summarized as followed. First, the experimental group who read by using English storybooks showed a meaningful improvement in their reading ability for elementary students. The effective use of the storybook stimulated the students' curiosity and aroused their interests. It also helped them understand the story content and have confidence to read aloud. Second, the learners in the experimental group showed significant in terms of affective factor, interest and motivation. The use of stories in the classroom had a positive effect on students' interests, class participation. In conclusion, instruction by using Shared Reading method showed positive effects on elementary students' reading ability, their interests, motivation. These results suggest that English storybooks are effective tools to improve reading ability as well as their affective factor for elementary students. On the basis of these results, we intend to make the following suggestions on the English reading activities for the reading beginners in elementary school. First, this experiment can receive different results in agricultural area, fishing area. If the 3rd grade, 4th grade and 6th grade students participated in the experiment, then the results may vary. Therefore, more long-term studies are needed. Second, each class or school library and local library must retain various English storybooks to satisfy children's interest. Third, we need to make sure English storybook reading activities continue as educational activities connected with the family and the school and shared with the teachers and the parents.


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