초등영어교육의 전략기반교수 모형 적용이 전략훈련효과와 영어능숙도에 미치는 영향

The effects of strategy-based instruction on English proficiency for elementary students in Korea

This study explores the integration of strategy-based instruction (SBI) into the primary English education in EFL context and investigates the impacts of explicit strategy instruction on the primary EFL learner’s use of language learning strategy and their English proficiency. To achieve this goal, the experimental group was given the explicit instruction of learning strategies for two semesters consisting of 102 hours of 40-minute lessons. Both strategy use and language proficiency of each group were assessed with the use of the CSILL (Children’s Strategy Inventory for Language Learning) and TOPEL test before and after the intervention. The findings showed that the experimental group showed significant increase in the use of language learning strategies as a whole. No statistical significance was found in the use of learning strategy by the levels of language proficiency. The present study implies the pedagogical importance of explicit and integrated strategy instruction in the EFL primary classroom. (150 words)