초등영어 학습 부진아 대상 TPRS 기반 영화 만들기(Movie Making) 활동의 효과

The effect of TPRS-based movie making activities on elementary school English learning underachievers

This study aims to investigate the effect of TPRS-based movie making activities on English learning underachievers in elementary school and to analyze the effect according to their personality types and the reasons for their underachievement in English learning. For the purpose, four English learning underachievers were selected with different personality types among the students who enrolled in the English club after school. They read four stories for 16 weeks. Observation, a teaching journal, a learner reflection journal, interview, an affective domain questionnaire, listening and vocabulary ability pre- and postassessment data were collected and analyzed. The results of this study are as follows: First, the TPRS-based movie making activities had a positive effect on the affective domain (interest, participation, and confidence) of all the English learning underachievers in this study regardless of their underachievement reasons and personality types. Second, the TPRS-based movie making activities improved the underachievers’ ability of listening and vocabulary knowledge. It had a positive influence on the learners’ easy and fun way of memorizing words. Finally, it is suggested to develop various story materials for the level to each grade, which is easy to apply TPRS-based movie making activities. Important implications regarding teaching English underachievers are discussed.