초록 열기/닫기 버튼
The goal of the present study is to examine student improvement of English communication ability through differentiated content-based language teaching in an elementary school. The experimental instructions were given for one year to a total of six hundred thirty five (N=635) elementary school students, who were grouped into three levels–Advanced, Intermediate, Beginning– based on the results of English language tests prior to the study. To examine how the students improved their English communication ability, the statistical analysis was conducted with the results from the pre-test and the post-test of listening, speaking, and reading-writing in English. The data analysis has shown that 1) all the three groups performed significantly better in the post-test than the pre-test, 2) there were significant group differences found in the post-test, and 3) there were significant grade differences found in the post-test. These results imply that the participating students could greatly benefit from differentiated content-based language teaching. Suggestions for better implementing differentiated content-based language teaching into a classroom are discussed.
