아동의 듣기·말하기 능력 향상을 위한 소리 내어 읽어주기 프로그램 개발

Development of the Reading Aloud Approach Program for the Children's Listening and Speaking ability

본 연구는 아동의 듣기·말하기 능력 향상을 위한 소리 내어 읽어주기 프로그램을 개발한 후, 실제 적용하여 아동들의 듣기·말하기 능력 향상에 어떠한 영향을 미치는지 알아보는 데 그 목적이 있다. 이를 위하여 요구조사를 기초로 프로그램의 목표 및 내용을 선정하고 조직하여 수업모형과 평가방법을 개발하였다. 개발된 프로그램은 초등학교 3학년 한 학급 아동 33명에게 8주, 총 18차시 동안 적용하여 그 효과를 사전․사후 검사를 통해 알아보았다. 연구 결과, 아동의 듣 기·말하기 능력 향상을 위한 소리 내어 읽어주기 프로그램은 듣기 능력의 하위요소인 식별적 듣기, 분석적 듣기, 감상적 듣기에 긍정적인 영향을 나타내었고, 말하기 능력의 하위요소 중, 발음을 제외한 내용 생성, 내용 조직, 내용 표현 능력에도 긍정적인 영향을 나타내었다. 후속 연구로는 아동의 듣기·말하기 능력 향상을 위한 소리 내어 읽어주기 프로그램에 대한 좀 더 장기적인 연구와 연구 대상의 폭을 넓혀 그 효과를 검증해 보도록 하는 것이 지속적으로 이루어지도록 제언하였다.

The purpose of this study is to develop of the reading aloud approach program for improving children′s listening and speaking ability. For this purpose, the survey was carried out on teachers and elementary students to understand their demands about advancement of listening and speaking ability , listening & speaking teaching-learning method and process of reading aloud approach. And a following step was analytical study of the contemporary public education curriculum. As a result, the primary purpose of program and the established the supplementary goals were suggested. This program was applied to 33 children, 3rd elementary students. Reading aloud approach was provided for the experimental group. In the concrete, this program was applied to 1 classes of 3rd graders in I elementary schools io-yang city, Gyeonggi province. Reading Aloud approach was provided for the experimental group from the 6th of March, 2009 to the 5th of May(8weeks) over, 18 periods. To verify the achievement of Program, pre-test and post-test was executed and the data from this was treated on SPSS/WIN 15.0 with T-test. As a result of the Reading Aloud Approach Program has a significant effect on listening and speaking ability of elementary middle students(especially 3rd elementary students). In listening ability, the achievement of the experimental group shows significant difference(p< .01). Literal listening, analytic listening and appreciational listening ware subcategories of listening ability. Among them, the most significant difference was found in analytic listening. In speaking ability, the achievement of the experimental group shows significant difference(p< .01). Pronunciation, contents formation, contents organization and contents expression ware subcategories of speaking ability. Among them, the most significant difference was found in contents expression. In the preliminary and afterward estimation of the application of the reading aloud approach, the results showed quite meaningful difference. The experimental group using this program improved listening and speaking ability after the treatment. It means that the program was primarily effective for development of childre n′listening and speaking ability. In conclusion, there are some limits to this research. This was fulfilled for 8 weeks, 18 periods. It needs longitudinal study. And it was not to apply the result to older students. So, following research is more needed.