활동 중심의 음철법을 활용한 초등학교 5학년 영어 읽기 지도 방안

English Reading Instruction by Activity based Phonics for the 5th elementary school learners

  The purpose of this study is to examine if activity based phonics can be an effective method for reading instruction in elementary school. The experiment was conducted on two 5th-grade classes. They were taught by phonics with activities to learn how to read English words. To analyze the effects of the experimental treatment on learner"s ability to recognize the words, their motivation, interest, and self-confidence, so two word recognition pre and post tests and one self-evaluation task were administered to the learners" cognitive domain and questionnaires(pre and post) to the affective domain. The results were as follows: in the cognitive domain, teaching techniques using phonics with activities strongly influenced learner"s ability to recognize the given words. The word recognition ability improved significantly regardless of learner"s ability levels. In the affective domain, learner"s motivation, interest, and self-confidence for reading improved but it was not significant statistically. Regarding the levels of learners, phonics did not encourage both upper and lower levels to have more positive affective factors as expected. As a result, it is necessary to use phonics in addition to the whole word approach because phonics with activities can contribute to the improvement of learner"s word recognition.