메뉴 건너뛰기
.. 내서재 .. 알림
소속 기관/학교 인증
인증하면 논문, 학술자료 등을  무료로 열람할 수 있어요.
한국대학교, 누리자동차, 시립도서관 등 나의 기관을 확인해보세요
(국내 대학 90% 이상 구독 중)
로그인 회원가입 고객센터 ENG
주제분류
인문학
인문학 일반 역사학 철학 종교학 어문학 기타 인문학
사회과학
사회과학 일반 경영학 관광학 교육학 군사학 문헌정보학 법학 사회학 신문방송학 심리과학 정치외교학 지리학 행정학 경제학 무역학 인류학 기타 사회과학
자연과학
자연과학 일반 물리학 생물학 생활과학 수학·통계학 천문학 지구과학 화학 기타 자연과학
공학
공학 일반 건축공학 기계공학 산업공학 재료·에너지공학 전기전자공학 조선해양공학 화학공학 컴퓨터학 기타공학
의약학
의학 일반 간호학 수의학 약학 한의학 기초의학 임상의학 기타 의약학
농수해양학
농수해양학 일반 농학 수산학 식품과학 임학 축산학 해상운송학 기타 농수해양학
예술체육학
예술 일반 디자인 미술 미용 사진 음악학 의상 체육 공연매체예술 기타 예술체육학
복합학
학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

ENG

추천
검색

논문 기본 정보

자료유형
학위논문
저자정보

박은주 (부산대학교, 부산대학교 대학원)

지도교수
Dennis Murphy Odo
발행연도
2019
저작권
부산대학교 논문은 저작권에 의해 보호받습니다.

이용수0

표지
AI에게 요청하기
추천
검색

이 논문의 연구 히스토리 (2)

2019

The Effects of Collaborative Interaction Using Sentence Frames on Elementary School Students’ English Speaking Ability and Foreign Language Anxiety
박은주 외국어교육학과 2019.01 학위논문

2018

The Effects of Collaborative Interaction on Elementary Learners’ English Speaking Ability and Anxiety
박은주 초등영어교육 2018.01 학술저널

초록· 키워드

오류제보하기
As the importance of English as an international language has increased, various teaching methods have been attempted in Korea to enhance learners'' English communication skills. Instructional methods such as communicative language teaching, English teaching in English, and content-based instruction have been tried and efforts to find a suitable method for the learning environment in Korea are still continuing. This study also began as part of an effort to find effective ways to improve English communication skills for learners of English as a foreign language.
The objective of this study was to investigate effective teaching methods to improve English speaking skills and lower foreign language anxiety in a group of elementary school students. This goal was set to explore ways to enhance the English communicative competence, which is one of core competencies in the 2015 revised Korean national English curriculum. For this purpose, 95 sixth grade elementary school students in Busan, South Korea participated. The research participants were randomly assigned to the control group and the experimental group. An independent samples t-test was used to confirm the homogeneity of the participants in terms of their comprehension of English contents learned in the previous year, English speaking ability and foreign language anxiety. In addition, a questionnaire developed by the author was administered before the experiment to examine the amount of time and methods of individual learners’ private English learning and their experience of collaborative learning.
In the experimental group, 47 students were taught through collaborative interaction strategies with sentence frames while 48 students in the control group had classes of textbook activities based on the national curriculum. In both groups, the lessons were based on the contents of the same four units of their textbook. For 13 weeks, the participants had two different classes out of three English lessons per week and approximately 30 minutes of the 40-minute class in each group took place with different activities. To determine the effects of the treatment, pre and post-test data were collected through the English Speaking Proficiency Test (ESPT) Junior Level 2 and the Foreign Language Classroom Anxiety Scale (FLCAS) translated into Korean. Additionally, participants’ opinions about the effectiveness of the experimental treatment were collected after the post-test by using a questionnaire survey and interviews with five participants.
The results indicate a statistically significant and positive relationship between collaborative interaction using sentence frames and speaking ability, and a negative relationship between collaborative interaction using sentence frames and foreign language anxiety. According to the results of analyzing pre and post-ESPT junior level 2, collaborative interaction using sentence frames had a positive effect on developing students’ speaking ability particularly in the areas of comprehension and fluency rather than accuracy and pronunciation. However, collaborative interaction using sentence frames did not affect the improvement of English speaking ability differently depending on the English proficiency of the experimental group participants. The results of the pre and post-FLCAS revealed that the experimental treatment also proved to be effective in reducing learners’ foreign language anxiety in the elementary classroom. Moreover, participants’ opinions obtained from the questionnaire and interviews revealed that the collaborative interaction activities with sentence frames were useful in the improvement of their speaking skills and in decreasing their foreign language anxiety.
These results show that collaborative interaction using sentence frames could improve elementary students’ speaking ability and reduce their foreign language anxiety. Therefore, the collaborative interaction activities with sentence frames can be used as an effective way to develop the English communicative competence emphasized in the revised 2015 national curriculum. Based on the results, it is suggested that teachers and teacher educators would benefit from their use of collaborative interaction and sentence frames to guide students to improve their communicative competence. However, future research that limits the number of collaborative activities is needed to obtain more refined results that could be more broadly generalized to elementary English education.
#collaborative learning #interaction #sentence frames #English speaking ability #foreign language anxiety

목차

Contents
Abstract (English) ....................................................................................... x
I. Introduction ............................................................................................... 1
1.1 Research Background ......................................................................... 1
1.2 Purpose of the Research .................................................................... 4
1.3 Research Questions ............................................................................ 7
1.4 Significance of the Study ................................................................... 8
1.5 Limitations of the Study .................................................................... 12
1.6 Definition of Key Terms .................................................................... 14
1.7 Organization of the Study ................................................................. 17
II. Review of the Literature ....................................................................... 20
2.1. The National English Curriculum for Korean Primary Education ..... 20
2.1.1 Changes in Korean national English curriculum ......................... 20
2.1.2 Issues of the 2015 revised English curriculum ............................ 23
2.2 Communicative Competence and Speaking Ability ............................. 26
2.2.1 Communicative competence ......................................................... 27
2.2.2 Speaking ability ........................................................................... 29
2.2.2.1 Opinions on speaking ability .................................................. 29
2.2.2.2 Studies on improving English speaking skills ........................ 30
2.2.3 English speaking achievement standards ..................................... 35
2.3 Foreign Language Learning Anxiety .................................................. 37
2.3.1 Definition of foreign language anxiety ......................................... 37
2.3.2 Sources of foreign language anxiety ........................................... 38
2.3.3 Impacts of foreign language anxiety on speaking ability ............. 40
2.3.4 Solutions of foreign language anxiety ......................................... 41
2.3.4.1 Community building ............................................................... 42
2.3.4.2 Preparing to confront anxiety ................................................ 43
2.3.4.3 Employing collaborative learning ........................................... 43
2.4 Collaborative Interaction .................................................................... 44
2.4.1 Definitions of collaborative learning ............................................ 44
2.4.2 Collaborative learning and interaction ......................................... 47
2.4.3 Effects of collaborative interaction .............................................. 49
2.5 Sentence Frames ............................................................................... 52
2.5.1 Definitions of sentence frames .................................................... 55
2.5.2 Effects of sentence frames on language learning ........................ 56
2.5.3. Examples of using sentence frames in English learning ............ 61
2.5.4 Reasons of using sentence frames .............................................. 63
2.5.5 Conversation practice and traditional drilling ............................. 64
2.5.6 Developing and implementing sentence frames ........................... 66
III. Research Method ................................................................................ 70
3.1 The Context of the Study .................................................................. 70
3.1.1 Research Setting ........................................................................... 70
3.1.2 Participants ................................................................................. 72
3.2 Instructional Methods and Procedures .............................................. 72
3.2.1 Instructional method ..................................................................... 73
3.2.1.1 Collaborative interaction activities .......................................... 73
3.2.1.2 Placement and movement of students ........................................... 76
3.2.1.3 Strategies to support collaborative interaction ............................ 80
3.2.2 Teaching procedures ....................................................................... 82
3.2.2.1 General instruction for each group ............................................ 82
3.2.2.2 Specific instructions for each unit ............................................. 84
3.3 Data Collection and Analysis ............................................................. 87
3.3.1 English diagnostic assessment ....................................................... 87
3.3.2 The questionnaires ...................................................................... 89
3.3.3. The English Speaking Proficiency Test ....................................... 90
3.3.3.1 Contents of the ESPT .............................................................. 90
3.3.3.2 Procedure of the ESPT ............................................................ 92
3.3.3.3 Scoring and analysis of the ESPT items ................................. 93
3.3.4 The Foreign Language Classroom Anxiety Scale ......................... 94
3.3.4.1 Contents of FLCAS .................................................................. 95
3.3.4.2 Procedure of implementing FLCAS .......................................... 95
3.3.4.3 Analysis of the FLCAS results ................................................. 96
IV. Results and Discussion ........................................................................ 97
4.1 Homogeneity of the Participants ........................................................ 97
4.1.1 Diagnostic assessment of English ................................................ 98
4.1.2 Pre-ESPT Junior Level 2 results and correlation between scorers ....... 99
4.1.2.1 The results of pre-ESPT Junior Level 2 ................................. 99
4.1.2.2 The correlation between raters ........................................... 100
4.1.3 Pre-FLCAS results and reliability analysis ................................. 101
4.1.3.1 The results of pre-FLCAS ..................................................... 101
4.1.3.2 The reliability analysis of FLCAS .......................................... 102
4.1.4 Questionnaire results .................................................................. 103
4.1.4.1 The homogeneity of the participants .................................... 103
4.1.4.2 English learning methods and time ....................................... 103
4.1.4.3 Learner confidence in the four language skills .................... 106
4.1.4.4 Students’ perception of collaborative learning ...................... 107
4.2 Posttest Results and Discussion ....................................................... 108
4.2.1 Effect of experimental treatment on speaking ability .................. 108
4.2.1.1 Post-ESPT results of control and experimental group .......... 108
4.2.1.2 Discussion about the post-ESPT results ............................... 112
4.2.2 Comparison of the effect of experimental treatment .................. 119
4.2.2.1 Post-ESPT results of low and high proficiency students ...... 119
4.2.2.2 Discussion about the post-ESPT results ...................... 120
4.2.3 Effect of experimental treatment on foreign language anxiety ... 123
4.2.3.1 Post-FLCAS results of control and experimental group ........ 123
4.2.3.2 Discussion about the post-FLCAS results ............................. 125
4.2.4 Participants’ opinions about experimental treatment .................. 128
4.2.4.1 Item reliability and overall satisfaction ................................. 128
4.2.4.2 Analysis of participant responses by question ...................... 129
4.2.4.3 Examples of student responses and interviews ..................... 131
4.4 Summary of results ......................................................................... 136
V. Conclusion and Pedagogical Implication ........................................... 138
5.1 Conclusion ...................................................................................... 138
5.2 Implications and Suggestions ......................................................... 141
References .................................................................................................. 147
Appendices ................................................................................................. 161
Appendix A. Instructional procedure for Lesson 3. Why Are You Happy? .... 161
Appendix B. Instructional procedure for Lesson 4. When Is Your Birthday? .... 163
Appendix C. Instructional procedure for Lesson 5. What Does He Look Like? ... 165
Appendix D. Instructional procedure for Lesson 6. Go Straight and Turn Right. .... 167
Appendix E. Basic survey questionnaire for English learning ........................... 169
Appendix F. 1st Mock Test of ESPT .................................................................. 170
Appendix G. 2nd Mock Test of ESPT ................................................................. 174
Appendix H. FLCAS translated into Korean ................................................... 178
Appendix I. Foreign Language Classroom Anxiety Scale ................................ 180
Appendix J. Questionnaire Conducted After Experiment (English version) ............. 182
Appendix K. Questionnaire Conducted After Experiment (Korean version) ............ 183
Abstract (Korean) ...................................................................................... 185

최근 본 자료

전체보기

댓글(0)

0