우리말 이야기를 활용한 영어 알파벳 읽기 · 쓰기 지도법의 효과

The effectiveness of teaching reading and writing the English alphabet through the use of Korean stories

This study aims to investigate the effectiveness of teaching Korean elementary school students the English alphabet through the use of Korean stories. It also examines how the effectiveness of teaching the alphabet varies depending on the students’ individual differences; gender, years spent in private English education, Korean language ability, hours of studying English as well as confidence and interest in English learning. For these purposes, 70 third graders were included in this study. The experimental group was taught the alphabet for two months using Korean stories, while the control group was taught via traditional methods, which included various useful alphabet activities. The major findings of this study are as follows. First, regarding the effectiveness of the storytelling alphabet teaching method, the experimental group showed higher scores in reading and writing the alphabet than the control group. This suggests that the teaching model based on story telling is more effective than the traditional methods of teaching the alphabet Furthermore, the students in the experimental group reported that they enjoyed learning the alphabet more and that English classes were fun, whereas those in the control group felt that most English classes were difficult and not as interesting. Secondly, individual differences such as hours of studying English and level of confidence influenced the third graders’ learning of the alphabet, not gender, years spent in private English education, Korean language ability or interest in English. Based on the findings of this study, some suggestions were made on how to teach the alphabet more effectively within the Korean elementary school system.