초등학생의 영어 구술 능력 발달에 관한 연구

On the development of elementary school students’ narrative competence in English

It has been more than ten years since we began to teach English in elementary schools as one of their regular subjects. In order to find out how well Korean elementary school students can narrate a story in English and what the developmental process of each student's narrative competence is, three students named Arong, Darong and Saerom were selected as language informants and their spontaneous utterances were collected for four months from September to December, 2009. Each language informant was requested to tell the story of a picture book with no written texts, in English. Recording was conducted once a month in each informant’s classroom after school. From the analysis of collected data, we can reach the following conclusion: (i) the informants commanded SVO structures well; (ii) L1 transfer was noticeable in word order of early data; (iii) S-is-V structure was frequently observed in early data and it can also be explained by L1 transfer; (iv) elementary school students, at beginner's level, could recollect individual nouns and verbs, but had difficulty using them in sentences; and (v) each language informant followed his/her own rules of English although their utterances include some errors.