각운 패턴을 활용한 소리내어 읽기 지도가 초등영어학습자의 문장강세 습득에 미치는 영향

The effects of using rhyming texts with reading aloud activities on primary English learners’ acquisition of sentence stress

This study aims to examine the effects of using rhyming texts with reading aloud activities on the sixth-grade elementary English learners in terms of their sentence stress acquisition, interest and confidence in reading aloud activities, and preference for rhyming texts. The experimental group was taught with a focus on the rhyming patterns in each text, while the control group was given a meaning-based approach with no concept of rhyme introduced. The results were as follows: in the experimental group, the students’ sentence stress accuracy in their utterance notably improved as compared to the control group; their interest and confidence in reading aloud activities showed significant improvement between pre- and post-response; both of the groups showed strong preference for the rhyming text over the unrhymed one for reading aloud, and their primary reason given for the preference was the presence of rhyming words. The outcome suggests that reading aloud activities focusing on rhyming patterns of texts are strongly recommended to teach stress and rhythm of English to young EFL learners.