그래픽 구성도를 이용한 효과적인 초등영어 쓰기 수업

Effective English writing teaching for elementary school learners with graphic organizers

  In this paper, the effects of graphic organizers are studied for elementary students" English writings. The writing experiment was performed for 12 weeks on the 6th grade students of 2 classes at S Elementary School in Seoul, Korea (N=56). In order to find out the different effects between graphic organizers and brainstorming, each class students used the former and the other turn by turn in their pre-writing stage. Their writing activities were conducted through the process oriented writing approach and the peer correction. The data from interviews and questionnaires were also collected. As a result, the students could write more sentences and make more systematic composition with graphic organizers. Especially graphic organizers were helpful for them in dealing with difficult topics. Furthermore, the process oriented writing approach and peer corrections reduced teachers" burden of correcting errors in students" writing. Based on the result of this study, the use of graphic organizers is expected to be effective in teaching English writing for elementary school learners. This study, however, began with limited in scope. Further studies on different large scale assessments are needed, which may provide a stepping stone for developing the English writing teaching methods.