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영어 유창성 향상을 위한 교수학습 프로그램 개발 : 일반계 고등학교 학생을 중심으로 원문보기

  • 저자

    정필능

  • 학위수여기관

    공주대학교 교육정보대학원

  • 학위구분

    국내석사

  • 학과

    영상교육매체전공

  • 지도교수

    전병호

  • 발행년도

    2014

  • 총페이지

    iv, 88장

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13534468&outLink=K  

  • 초록

    These days, Cultural elements in English education of our country became more and more important. It is a clear trend that Cultural elements play a role as a nation's confidence and pride. The goal of this study is to improve an effective way of developing oral English fluency for high school students, focusing on the Cultural elements and Action Learning based Program. We examined major preceding researches ; Communicative Language teaching, Task-Based Learning, and paid attention to Constructivism theory. According to the Constructivism theory, it is important to approach learning by Doing, Reflection, Collaboration, and Authentic task. The role of instructors are supposed to be a facilitator and co-learner for students. We designed big units method about Korean cultures, from to , containing to introduce fluently to the foreigners. To accomplish the goal, this study applies 4 effective language functions. In listening method, we employ movie, Titanic as a main material. To improve reading skill, We use Newspapers in Education(NIE) and to acquire proficient writing, we practice persuasive paragraphs about various topics. To be a fluent communicator, we designed Action Learning program. The procedure of A·L value insight and practicing participation learning over logic or theory. We took various field trip to enhance communicative competence, studied and read classical literatures repeatedly, held debate on culture-tips, tried to appropriate translations into English. And We captured excellent formal discourses to apply real time conversation. We issued these statements based on the usefulness and applicability, explicitness, coherence. Also, we emphasized Feeling, Picturing and Eye span to have a good command of English. We performed our tasks diligently. Learning coach, with Peer group co-learners walked around inspecting their tasks and made a fair estimation by the evaluation checklist at the end of every month. On the basis of these statistical analyses we concluded that Members who have spoken in the debate made gradual progress in the further stage of speaking English. Yet this study is subjected to its own limitation in that the Action Learning course ware design is not perfect and that its effect of learning in real time situations is yet to be ascertained. The investigation recommends that We might as well do Action Learning program with Team teaching to facilitate various practices and assessments. Students will have more sense of achievement.


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