신체동작과 소품을 활용한 영어노래 활동이 대학생의 영어듣기와 흥미도에 미치는 사례연구

A Case Study of How Singing Activity Using Body Movements and Props Affects College Students’ English Listening and Interest

Except with special cases, most of the college students in Korea show weakness on English listening more than reading. The reason might be that students learn reading first, even though they should be learning English as the way they learn their own language. In foreign language learning that focuses on listening, “Suggestopedia” which provides relaxed situations to improve learning concentrative -ness, and “Total Physical Response” which uses body movements have been already proved to be effective teaching. Then, if these two teaching methodologies are combined, there is a possibility that a teaching method using body movements and music can influence positive impact on English listening. In fact, a few studies suggested that music activities using body movements help to learn English(Gina, Yi. 2006; Rieg et al., 2008; Wiggins, 2007). However, studies investigating if this type of teaching method is applicable for college students are still rare. Therefore, the researcher proposed two research questions related to ‘English listening’ and ‘music activities’ for fourteen two-year-college students for this case study. One is to observe how singing activity using body movements and props affects college students' English listening. And the other is to investigate if this type of activity elicits interest on learning English. The former was done through English listening evaluation, and the latter through interview with the students and student survey. In this study, the participants have shown high interest in regard to music activities, and as a result of instruction, their English listening skill improved considerably. More important, 72% of the students who had negative attitudes on learning English changed to positive attitudes after the study. The interview and the survey suggested that the music activities were perceived as ‘fun’ and ‘easy‘ that it helped their learning. Therefore, the music activities in this study provided motivation to learn to students who gave up English learning more than to students who were confident.