영어 그림책 상호소통형 낭독 방식 영어 학습이 초등학생의 정의적 영역에 주는 영향

Abstract

This study examines the effects of interactive read-alouds of English picure-books (IREP) on three affective factors related to elementary school students’ English language learning: interest in the class, attitudes toward English learning, and thought/attitudes toward cultural, racial or physical/mental diversities and differences. Sixteen elementary school students participated in an eight-week-long English program developed on the basis of the IREP method. In the execuation of the program, two were particularly emphasized: read-aloud with multisensory techniques and interactions between the reader and students. A survey data collection method was used. The survey consisted of 18 Likert-scale items and three open-ended questions. From the analysis of the collected data, the study found that the IREP-method-based program was successful at increasing the participants’ interest in English learning, changing their attitudes toward English learning in a more positive direction, boosting their confidence in English, and helping them have more positive thought and attitudes toward diversities or differences.