KOREASCHOLAR

The study aims to examine whether teaching English through multiple intelligences can suggest one of the solutions for underachievers to facilitate their English learning and restore their learning attitudes. To explore this, the study investigated two research questions: (a) What are the effects of English instruction using multiple intelligences and stories on underachievers’ reading abilities? and (b) How English instruction using multiple intelligences and stories influences on their learning attitudes? The participants of the study were seven fifth-grade underachievers in one elementary school in Seoul. They were first tested what their strong intelligences are and engaged in customized activities based on their multiple intelligences test results during the experiment English classes. The data collected include the read-aloud test, the reading comprehension test, the affective test, students’ learning log and the interview of students and teachers, and these were analyzed both quantitatively and qualitatively. The results of the study showed that English instruction using multiple intelligences and stories had statistical significance in increasing underachievers’ reading abilities and changing their learning attitudes positively. This study is valuable in that it strongly calls for the need to consider multiple intelligences and provide customized activities for underachievers to facilitate their English learning and restore their learning attitudes.

I. 서론
 II. 이론적 배경
  1. 초등영어 학습부진학생
  2. 다중지능이론
  3. 아동문학활용
 III. 연구 방법
  1. 연구 대상
  2. 연구 설계
  3. 연구 도구 및 분석
 IV. 연구 결과 및 논의
  1. 질적 자료 분석 결과
  2. 읽기 능력의 향상
  3. 영어 학습 태도의 발전
 V. 결론 및 제언
 참고문헌

• 이은실(서울장안초등학교) | Eun-Shil Lee
• 김태은(서울교육대학교 영어교육과) | Tae-Eun Kim 교신저자