초등영어 내용통합 수업에서 동시와 이야기를 연계한 문자학습의 양상

A study of reading-writing through content-based integrated teaching using poetry-story connection in a primary EFL classroom

The purpose of this study was to investigate the aspects of content-based integrated language teaching using poetry and story connection in a primary English classroom. To attain the objective, the following research questions were proposed: 1) How does the different genre of texts help children learn in the process of content-based integrated learning using poetry and story connection? 2) What different aspects of reading-writing did the children exhibit according to their English level in content-based integrated teaching? Data for both qualitative and quantitative analysis were collected. The data analysis yielded the following results: The first finding was that the children showed various aspects of content and language learning based on the characteristics of the text genre. The students demonstrated different reading behaviors depending on the genre, and strengthened their language and content understanding through reading a poem and then a story for each theme. The second finding was that children learned reading and writing differently according to their English level through content learning. They showed different preferences for text genre and achieved different results according to their level. In addition, during the extended writing activity, they showed different writing styles according to their level. Based on those conclusions, the suggestions were made for follow-up studies.