초분절음소 중심의 발음지도가 초등 영어학습에 미치는 효과 연구

This paper aims to examine the effects of suprasegmental phoneme-focused pronunciation teaching on children's learning in the elementary EFL classroom. This study proposes a model for teaching English focused on suprasegmental features such as stress, rhythm, intonation, etc., and applies it practically to the English classroom, and finally, analyzes the results of its application. A selection of two English classes is made as the subject from an elementary school, in Gwangju city. The experimental group is taught English focused on a variety of activities such as bodily expression, games or plays, chants or songs, etc., related to the English stress, rhythm and intonation. The control group is taught English focused on learning activities, regardless of pronunciation, given in the text and its teacher's guide. The results of evaluating two groups' listening comprehension and speaking proficiency, and their interest in English are as follows: First, the experimental group was more improved in listening comprehension than the control group. Second, the experimental group was not very improved in speaking proficiency compared with the control group. Third, the experimental group had more active participation, more positive attitude, and more self-confidence than the control group did. As a result, it was shown that teaching English with supraseg-mental phoneme-focused pronunciation was more effective in children's listening comprehension and their interest in learning than teaching English without attention to pronunciation in the elementary EFL classroom.