3단계 통문자 단어카드를 활용한 유아 영어 읽기지도 사례연구

초록

The phonics approach has been widely accepted as an effective method of developing young learners’ English reading skill in Korea. However, there is not yet enough evidence that it is an appropriate method for L2 young learners. Indeed, some studies have been critical, suggesting that complex rules and mechanical repetition might even lower children’s motivation and confidence. Therefore, the purpose of this study is to suggest 3-step whole word instruction as an alternative reading method for younger children. This new approach is based on the whole language approach, so instead of teaching individual letters and pronunciation rules, letter-meaning connecting picture cards are presented in three steps. Eight five-year old children were taught 59 words from four storybooks by reading stories and playing with whole word cards for 16 sessions. On the post-test, they could all successfully recognize the meaning and spelling of an average 39 words. In addition, the children were able to read the target words in the books. The children could quickly recognize the words through picture clue reminder while they did not read any of the other repeatedly appearing words in the books. Overall, the 3-step whole word lesson showed great potential as an effective reading method for younger children.

키워드