초등학교 영어 수업에서 분습법에 의한 역할극이 말하기ㆍ듣기에 미치는 영향 : 5학년을 중심으로 = The Effect of the Role Play by Small Steps to Speaking & Listening to Teaching English for Fifth Grade in Elementary School

다국어 초록 (Multilingual Abstract)

The purpose of this study was finding out the effect of role -playing by small steps to speaking and listening to teaching English for fifth grade in elementary school. I supposed two things before the study had begun. One was that the group taught with role-playing by small steps wouldn't be better than the other group in speaking skill. The other was that the group taught with role-playing by small steps wouldn't be better than the other group in listening skill. I have chosen two classes among the 5th grade with the same fluency level and same interest in English. The class has 44 students: 20 girls and 24 boys in each class. Then I taught them for 16 hours during 2 months two times every week from March 6th to April 27th, 2000 with different ways of teaching English. The time to teach one unit is four hours, 40 minutes per hour.
When I taught an experimental class with role-playing, I divided the role-play into 3 steps as pre role-play, controlled role-play, creative role play. In pre role-play step, First time the lesson I had taught some chalk talks on the board or sketch book and I let them made mini-book for role play by copying or creative dialogue in the situation. And I had the students to practice the dialogue they made for 8-10 minutes with pair work. Second time the lesson was the controlled role play step, I had the students do rotation work with another group with the dialogue matched to an appropriate situation. Third time the lesson was creative role-play. I made one or two team making the role play or improvisation for role-making. In the controlled class I taught them by general learning way as listening, talking, reading, writing and playing games.
The results of the study are as follows.
Firstly, the experimental class's score was higher than controlled class in the vocabulary speaking test. The experimented class's mean was 4.1364 and the controlled class's mean 3.1136.
Secondly, the experimented class's score was higher than the controlled class in working hard on communicative competence. The experimented class's mean was 4.25 and the controlled class's mean was 2.8182.
Thirdly, it was higher in TPR's test of listening skill also. The experimented class's mean was 78.12 and the controlled class's mean was 60.51
So the role play with small steps was elective to speaking and listening skill in teaching English in elementary school. I suggest role-playing by small steps to teach listening and speaking skills in English education is better for 5th grade in elementary school.
This small steps help for the students taking a role and making a rule as well as understanding the situation with dialogues.

목차 (Table of Contents)

• Ⅰ.머리말
• 1.연구의 필요성 및 목적
• 2.연구의 가설
• 3.연구의 제한점
• Ⅱ.이론적 배경 및 선행 연구
• 1.의사소통이론
• 2.의사소통의 원리
• 3.전신 반응법
• 4.역할극
• 5.선행 연구
• Ⅲ.연구의 방법 및 실제
• 1.연구의 대상 및 기간
• 2.실험자료 및 실험 설비
• 3.실험 설계
• 4.두 집단의 수업 진행상의 차이
• 5.실험 내용
• 6.평가
• IV.결과분석 및 논의
• 1.말하기 능력 검증 결과
• 2.듣기 평가 검증 결과
• Ⅴ.맺음말