초등영어와 과학의 내용중심 통합 수업의 효과

A Study on the Effects of Content-based Language Teaching in the Elementary School - Focused on English and Science -

The purpose of this study was to find out the effects of content-based language teaching focusing on English and science of which contents were thought to provide comprehensible input in language aquisition After the experimental instruction, the change in the test scores of the affective domain in the area of interest, participation, self-confidence and cognitive characteristics between the treatment group (content-based instruction class) and the comparative group (normal class) were compared Accordingly, the results of this study were as follows First, scores of affective response tests measuring learner interest, participation, and self-confidence unproved highly implying that real communication and meaningful experiences keep the learners' interested Second, the treatment group obtained higher scores in listening and reading comprehension than the comparative group, proving that language when used as a tool for real communication and not for learning, has very positive effects on the enhancement of listening and reading competence and on the affective domain Third, integrable teaching of English and Science was fruitful for the enhancement of vocabulary. Conclusively, making the students communicate meaningfully and giving them real experiences of language use, have positive effects on their affective and cognitive aspects