지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
이용수
초록· 키워드
오류제보하기
The purpose of the present study is to analyze the effect of differentiated groups learning in early elementary English immersion education. 34 elementary school students participated in the research. They were divided into two groups such as a below-level and an on-level. Subjects’ data samples were collected from the 1st graders of Seoul M Elementary School. This study used both class observation and recording. In the course of research, a focus-on-form teaching method was applied to obtain as much uptake as subjects could get in accordance to teachers‘ corrective feedback strategies(eg. Q/S(Question/Student) strategy) in the differentiated groups. This study suggests that differentiated teaching for the 1st graders in the English immersion classroom is insignificant because students are believed to possess LAD even in L2 stage. This study also suggests that teachers should consider the gap in differentiated groups, not as a variation in learning competence, but as the need to provide diversified teaching strategies, methods and lesson plans, by recognizing the difference in the students’ previous exposure to English.
목차
등록된 정보가 없습니다.
참고문헌 (0)
참고문헌 신청이 논문의 저자 정보
최근 본 자료
댓글(0)
0