그림 동화책을 이용한 유치원 영어 수업 - 교수 방법과 학습자의 발화 양상

Picture storybook-based kindergarten English class: Teaching methods and learner verbalization

  This study investigates L2 teaching methods and learner verbalization in a kindergarten picture storybook-based English classroom. In the frame of a qualitative case study, this study observed a 40 minute kindergarten afternoon English class of two 6 year old learners for 12 sessions. Notes were taken from the observation and each observed class session was audio-taped along with two teacher interviews. The notes supplemented with transcribed recording, when necessary, and transcribed teacher interviews were the main data of the study. Through multiple readings of the data for patterns underlying the teaching methods and the learner verbalization, the study arrived at a categorical pattern which characterized the classroom. The classroom appeared not making efficient use of the picture storybook-based class format in encouraging the learners’ attention to the wholistic language input. The following were identified as interfering factors: 1) the class having Korean as its instructional medium, 2) extensive use of word/pattern practice, and 3) interference in learners’ attention to the English input due to the picture storybooks’ self-explanatory illustrations and the story line given in Korean in class. Consequently, the classroom did not seem to benefit properly from using children’s literature as its language learning tool, which is believed to help learners pay attention to language input and stay attentive around it. Based on the conclusion, the study made suggestions on picture storybook-based kindergarten English teaching.