외국어교육 제27권 제2호 (p.91-110)

MMP기반 영어수업에 대한 초등영어학습자와 교사의 인식연구: 학습자 및 교수자의 개인특성 분석을 중심으로

A study of the primary ELLs and teachers’ perceptions on MMP-embedded English instruction
키워드 :
primary English,multimodality,perception,intervention,초등영어,멀티모덜러티,인식,수업방법

목차

I. 서론
II. 이론적 배경
   1. 학습자 중심의 초등영어
   2. 멀티모덜러티
III. 연구 방법
   1. 연구 대상
   2. 연구 절차
   3. 연구도구 및 분석
   4. MMP 수업설계
IV. 연구 결과
   1. MMP 기반 영어수업에 대한 초등영어학습자들의 인식
   2. MMP 기반 영어수업과 성별 및 학년에 따른 차이
   3. MMP 기반 영어수업과 영어능력 수준에 따른 차이
   4. MMP 기반 영어수업에 대한 교사들의 인식
V. 결론 및 제언
참고문헌

초록

The purpose of this research study is to identify the perceptions of both primary ELL(English Language Learner)s and English teachers on MMP(Multimodal Media Production)-embedded English instruction at a primary English class. In order to answer this question, 182 primary ELLs and 2 English teachers participated in this research. A questionnaire survey was administered to the focal participants and an open-ended interview was conducted with the teachers. The results show that overall perceptions on MMP were comparably high among ELLs, and there was significant difference between genders, grades and English levels in terms of learning interest. The teachers’ interview revealed that MMP would trigger deeper understanding of the lesson and ELLs’ voluntary active class participation by heightening motivation, self-confidence and interest in learning English. In sum, the implementation of MMP-embedded English instruction has positive pedagogical effects for young ELLs since it may promote essential literacy skills in the 21st century as well as help in affective domains.