This study investigates the effects of writing to learn on sixth graders’ English development compared with speaking to learn and examines their perceptions. The study established the following research questions: (a) what are the effects of writing to learn on English speaking and writing abilities compared with speaking to learn? and (b) what are the students’ perceptions of writing to learn compared with speaking to learn? Students in the experiment group had experienced learning English through writing to learn, whereas those in the comparison group had learned English through speaking to learn. As for the results, writing to learn had significant effects on developing speaking and writing abilities in terms of complexity, accuracy and fluency. Also the students had more positive perceptions on writing to learn in cognitive and behavioral perspectives. Writing to learn has been confirmed as effective in learning English, leading students to use English to express their own ideas with more extensive vocabulary and complicated syntactic structures.

 I. 서론  II. 이론적 배경   1. 내용 중심 교수법(Content-Based Instruction)   2. 내용 중심 교수법을 통한 언어 학습   3. 내용 쓰기(Writing to Learn)   4. 내용 말하기(Speaking to Learn)  III. 연구 방법   1. 연구 대상   2. 텍스트 선정   3. 수업 설계   4. 연구 자료 및 분석  IV. 연구 결과 및 논의   1. 내용 쓰기가 영어 말하기 능력에 미치는 영향   2. 내용 쓰기가 영어 쓰기 능력에 미치는 영향   3. 내용 쓰기에 대한 학생들의 인식  Ⅴ. 결론 및 제언  참고문헌  부록 1  부록 2

• 나은정(서울중원초등학교) | Na, Eun Jeong
• 김태은( 서울교육대학교) | 김태은