주제중심의 초등영어 수준별 통합수업의 인지적·정의적 효과

The cognitive and affective effects of level- and theme-based integrative English instruction in elementary school

This study examines the effects of level- and theme-based integrative English instruction in elementary school through qualitative and quantitative analysis. For the purpose of the study, two fifth-grade homogeneous classes were selected: an experimental and a control group. The two groups revealed similar results in the pre-tests: Cambridge YLE(Young Learners English) tests and the questionnaires on students’ interests and confidence. The experimental group was treated with the level- and theme-based English instruction by the teacher taking full charge of teaching English. On the other hand, the control group was treated with the traditional English instruction suggested in the 7th national curriculum. The major findings of this study are as follows. First, the integrative teaching was affectively and cognitively more effective than the traditional method. Specifically, there was a significant difference between the pre-test scores and the post-test scores of listening, speaking, interests and confidence in the experimental group. The difference between the pre-test scores and the post-test scores of reading and writing in the experimental group was statistically insignificant, but it showed some improvement. Second, the low-level English proficiency students showed significant improvement in all four skills of English, and the instruction was especially effective in speaking in all the high, mid, and low-level groups. Third, the high-level students' interests in English improved significantly. And finally, the integrative teaching helped the students achieve academic goals in other subjects such as science and social studies.