영어동화노래수업이 장ㆍ단기 기억과 문법습득 및 정의적 영역에 미치는 효과

The study examines three research questions. First, what effects does learning English through singing children’s literature have on primary school students’ long term memory? Second, what effects can the use of the songs have on the student’s grammar learning? Lastly, what affective responses and evaluations do the students make for learning English through singing children’s literature? The participants of the study are 60 primary school students in the fifth grade. Whereas the experimental group is exposed to 12 week English instruction through songs of children’s literature, the control group simply reads aloud the same children’s books for the same period. The findings indicate that there is significant difference between the two groups in terms of long-term memory. The experimental group had better long-term memory than the class of read-aloud. In grammar learning, there was no significant difference between two groups but both groups showed that their grammar learning was enhanced. Lastly, in the affective domains, many students in the class of songs showed increased interests and motivation in learning English. In addition, they wrote that their abilities in reading, listening, speaking, and vocabulary appeared to have improved.