애니매이션을 활용한 중학생 영어 쓰기 지도 방안
A method on how to teach English writing through using animation for middle school students
- 주제(키워드) 애니매이션 , 영어 쓰기 , 중학생
- 발행기관 아주대학교
- 지도교수 조광순
- 발행년도 2015
- 학위수여년월 2015. 2
- 학위명 석사
- 학과 및 전공 교육대학원 영어교육
- 실제URI http://www.dcollection.net/handler/ajou/000000019415
- 본문언어 한국어
- 저작권 아주대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
애니매이션을 활용한 중학생 영어 쓰기 지도 방안 이 경 희 아주대학교 교육대학원 영어교육학과 국문초록 영어교육의 최종목표가 의사소통 능력 이라면 이를 향상 시키기 위해서는 언어의 네 가지 기능 즉, 듣기, 말하기, 읽기, 쓰기의 기능을 고루 개발 시켜 주어야 하며, 특히 네 가지 기능 중 통합된 과정이라 할 수 있는 쓰기 교육이 더욱 강조되어야 한다. 그러나 한국과 같은 EFL 환경에서 쓰기를 강조하는 것은 현실적으로 어렵다. 여전히 교사중심 수업과 입시 위주와 쓰기 지도 방안의 부재가 그 원인이라 할 수 있겠다. 그래서 이 연구의 목적은 중학교 학생들에게 애니매이션을 활용한 영어 수업이 영어 쓰기 능력의 향상 여부와 정의적인 측면에 미치는 영향에 대해 알아보고자 한다. 이를 위해 영화 「Frozen」을 수업교재로 선택하여 경기도에 위치한 Y 중학교 학생들을 대상으로 1학기 중간․기말 영어성적을 기준으로 편성된 하위반 8명을 선별하여 여름방학 재량활동 수업으로 실험을 진행하였다. 이러한 애니매이션의 학습 교재로써의 유용성을 주장하기 위하여 다음과 같은 연구 문제를 제시하였으며, 이를 검증하기 위해 사후 설문지와 학생들 수업 활동 자료를 통해 얻은 결과는 다음과 같다. 첫째, 애니매이션을 활용한 영어 수업이 영어 쓰기 능력 향상에 도움이 되었냐? 라는 질문에 87.5% 과반수 이상 “만족하고 있다” 라는 응답률로 긍정적인 영향을 준 것으로 볼 수 있다. 우선, 학습자들이 애니매이션에 높은 흥미와 관심을 가지고 시청하였고 수업 자료를 통한 자연스러운 쓰기 연습으로 이런 결과가 나온 것으로 보인다. 둘째, 애니매이션을 활용한 영어 수업이 정의적인 측면에 영향을 미치는가? 정의적인 측면으로는 수업 만족도, 수업 참여도, 수업 집중도를 묻는 질문에 모두 70% 과반수 이상 “만족하고 있다” 라는 긍정적인 응답을 해주었다. 이는 정의적 특성에 긍정적인 영향을 미치는 것으로 볼 수 있다. 본 연구의 결과를 바탕으로 볼 때, 애니매이션을 활용한 영어 쓰기 수업은 학습자들에게 학습 자료로서 좋은 매개체임에 틀림없다. 뿐만 아니라, 애니매이션은 음성과 함께 주어지는 영상을 통해 학생들의 듣기 이해력 증진에 더욱 효율적이며, 스크립트를 활용해서 읽기와 말하기도 가능하고 학습 자료를 바탕으로 쓰기도 병행 할 수 있어 네 가지 기능을 통합할 수 있는 장점이 있다. 때문에 애니매이션을 활용하여 학습하는 내용이 연계되도록 후속연구가 필요하며, 다양한 애니매이션 활용 학습 방법론과 교재 개발이 활발히 이루어져 교실 상황에서도 효율적으로 사용할 수 있도록 적극적인 자세가 필요할 것이다. 주요어: 애니매이션, 영화, 중학생, 영어교육, 영어쓰기
more목차
목 차
국문초록 ······························································· ⅰ
Ⅰ. 서론 ································································ 1
1. 연구의 목적과 필요성 ··············································· 1
2. 연구내용 및 구성 ··················································· 3
3. 연구의 제한점 ······················································ 5
Ⅱ. 이론적 배경 ························································· 6
Ⅱ-1. 영어 쓰기 지도 ·················································· 6
1. 쓰기의 개념과 중요성 ············································· 6
2. 쓰기 지도 접근법 ················································· 8
2.1. 결과중심 쓰기 접근법 ········································· 8
2.1.1. 통제작문 ················································ 10
2.1.2. 유도작문 ················································ 11
2.1.3. 자유작문 ················································ 13
2.2. 과정중심 쓰기 접근법 ········································ 15
Ⅱ-2. 애니매이션 활용 영어교육 ······································· 19
1. 애니매이션 선정기준 및 소개 ····································· 19
2. 애니매이션 활용 영어 수업의 교육적 가치 및 장점 ················· 22
2.1. 애니매이션 활용 영어 수업의 교육적 가치 ····················· 22
2.2. 애니매이션 활용 영어 수업의 장점 ···························· 23
3. 영화[애니매이션] 활용 교실 수업 모형 ···························· 26
Ⅲ. 연구방법 ··························································· 34
1. 「Frozen」을 활용한 실제 수업 ····································· 34
1.1. 연구대상 및 기간 ·············································· 34
1.2. 연구내용 및 절차 ·············································· 35
1.2.1. 영화 대본 및 자료수집 ····································· 35
1.2.2. 대본 분석과 사건 전개 분석을 통해 영화의 부분 나누기 ······ 35
1.2.3. 수업 계획 ················································· 36
1.2.4. 교수-학습 모형 및 교수-학습 지도안 ························ 37
2. 연구도구 및 평가 ·················································· 52
2.1. 사후 설문지 ··················································· 52
2.2. 학생들 수업 활동 자료 ········································· 52
Ⅳ. 연구결과 및 논의 ··················································· 53
1. 학생 설문 분석 결과 ··············································· 53
1.1. 영어 쓰기 능력 향상 여부 ······································ 55
1.2. 애니매이션 활용 영어 수업 학습자들의 정의적인 측면에 미치는 영향 ·· 56
1.3. 기타의견(서술형) ·············································· 57
2. 차시별 수업 활동 자료 분석 결과 ··································· 57
2.1. 1-5차시 수업 활동 자료 분석 ··································· 57
Ⅴ. 결론 및 제언 ······················································· 60
1. 결론 ······························································ 60
2. 예상되는 애로사항 및 제언 ········································· 62
참고문헌 ····························································· 64
부록목차
[부록 1] 사후 설문지 ··················································· 71
[부록 2] 차시별 수업 활동 자료 ········································ 73
표 목차
[표 1] 쓰기의 4단계 (Pincas,1982) ······································· 9
[표 2] 연구 과정과 내용 ················································ 34
[표 3] 1차시 교수-학습 모형 ············································ 38
[표 4] 2차시 교수-학습 모형 ············································ 39
[표 5] 3차시 교수-학습 모형 ············································ 41
[표 6] 4차시 교수-학습 모형 ············································ 42
[표 7] 5차시 교수-학습 모형 ············································ 43
[표 8] 1차시 교수-학습 지도안 ·········································· 44
[표 9] 2차시 교수-학습 지도안 ·········································· 45
[표 10] 3차시 교수-학습 지도안 ········································· 47
[표 11] 4차시 교수-학습 지도안 ········································· 48
[표 12] 5차시 교수-학습 지도안 ········································· 50
[표 13] 설문조사 결과 및 분석표 ········································ 53
그림 목차
[그림 1] 1차시 수업 활동 자료 ·········································· 79
[그림 2] 2차시 수업 활동 자료 ·········································· 80
[그림 3] 3차시 수업 활동 자료 ·········································· 81
[그림 4] 4차시 수업 활동 자료 ·········································· 82
[그림 5] 5차시 수업 활동 자료 ·········································· 84
