과업 중심 교수법을 활용한 유아 영어 읽기⋅쓰기 활동 사례 연구

초록

Objectives This study aims to explore how task-based English instruction applied to young EFL children‘s Engliish classes and how it affects reading and writing achievements and young children’s interest in English. Methods Ten seven-year-old students in C International School in Yongin-is, Gyeongi-do participated in eight task-based English classes held twice a week for four weeks. The task was to send gifts to children in Kenya and to write letters in English, and the pre- and post-test was conducted 1:1 with the researcher. Both Korean and English homeroom teachers were interviewed using semi-structured interviews before and after the task-based classes taught by the researcher. Results After conducting pre- and post-tests before and after classes, it was found that the reading and writing skills of young children were either maintained or improved. Furthermore, Analysis of class video transcription data and teacher interviews showed that young children maintained interest in English from the start to the end of task, and interest in foreign culture increased. Conclusions While previous studies have mainly concentrated on the communication functions of speaking and listening among elementary school students, this study is significant in its focus on how task-based English classes for young children impact their development of English reading and writing skills.

키워드