초록 열기/닫기 버튼
This paper aims to examine the effects of written language on third graders' English learning, as compared with the current English teaching which is based on spoken English. The subjects were 160 students from four classes in the third grade at K Elementary School in Gwangju. Students were divided into two groups: an experimental group and a control group. Two groups were all at the same level of English. A model based on combined spoken and written English teaching was applied to the experimental group, while a model based on spoken English teaching alone was applied to the control group. Two tests were given to examine the effects of the experiment on the students’ linguistic abilities and attitudes toward English learning. The results show that there was a significant difference in students' listening, writing, and reading abilities and attitudes towards learning but for speaking there was not a significant one. Therefore elementary English teachers should teach third-grade students four skills of English rather than partial ones. Several suggestions are made to further development of elementary English education for third-grade students. First, written textbooks are required in order to enable students to approach natural English, and conduct themselves in English learning more easily through reading and writing simple words and sentences after practicing the alphabet. Second, reading and writing should be introduced and taught simultaneously. In order to introduce these, a holistic approach to the teaching level should be taken initially. In other words, it should be decided how much should be taught third-graders as well as what considerations should be given to fourth-, fifth- and sixth-graders. Therefore further research on this problem is needed.
키워드열기/닫기 버튼
teaching written language, language function
