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영어 수준별 수업에서 학습부진아들의 학업성취 향상을 가져온 변화요인 탐색 원문보기

  • 저자

    송민희

  • 학위수여기관

    한국외국어대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    영어교육전공

  • 지도교수

    임현우

  • 발행년도

    2014

  • 총페이지

    89 p.

  • 키워드

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13538902&outLink=K  

  • 초록

    A Study on the Factors of Improving English Achievement in Level Differentiated Class The purpose of the seventh Korean National Curriculum is to improve students' communicative competence by teaching English with a method appropriate for their language level and interest. There have been many efforts to help slow learners to keep the pace with regular learning without success because the efforts have been focused on supplementing or complementing their study. But slow learners' deficiency in learning does not result from lack of their intellectual ability but from various causes such as lack of confidence in English, lack of interest for English learning, and unfavorable study environment. This study aims to analyze the characteristics of the students who moved into the upper-level classes from lower-level classes. There hasn't been enough studies regarding the students who moved into the upper-level classes after level grouping in this field. This study suggests that we should examine what the students are like: what they are doing well, what they have difficulties in learning English. An effective learning process is based on the proper teaching methods and skills considering students' strong points and weak points. For this purpose, relevant literatures about differentiated curriculum and previous studies on slow learners in English were reviewed. For research instruments, the participants consist of five middle school students, their homeroom teachers, and English teachers. Data were collected through semi-structured interviews which were used to help gain an understanding of the participants' surroundings and the English learning experience. Background information of each students was gathered in the first interview which took place at J middle school. More in-depth information involved in personal experience in English learning was collected during several interviews with the students. A group discussion was conducted twice with the participants related to their thoughts on English learning, including their opinion about English classes, their motivation for learning, and their expectations for English classes. Participant teachers answered the focused questions based on the students' interviews. Based on this qualitative study, various characteristics of the students who moved into the upper-level classes from lower-level classes were highlighted. With regard to the characteristics of the students, the researcher found that 1) learning interest, 2) the aims of the study, 3) valuable learning opportunities, 4) interaction effect. According to these results, the following suggestions can be made above for application in the English education field. 1) Various English curriculum should be improved for lower level learners. teachers make and prepare various supplemental materials outside textbook. 2) Teachers should try to give slow learners authentic materials as many as possible. Lower level students need to be exposed authentic English more and relate it to their real life. It can be good sources using internet sites or interesting media programs. 3) Teachers should consider the learner's affective field. They should try to lower the students anxiety level and encourage them to achieve learning development. 4) Teacher and parent's encouragement is helpful learner's confidence and interests. 5) It can be helpful using dialogue journal. Lower level students are willing to express their feeling in learning process. Through the dialogue journal, teachers can encourage them to achieve their goals and motive them to participate the language learning more simultaneously. 6) Learning through reciprocal peer teaching was very effective when it comes to improve English ability especially for low level students. This is because students who studied with peer teachers participate actively and get involved into the class so that they can learn authentically.


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