초록 열기/닫기 버튼
This study examined the influence of early English education on children’s narratives in L1 Korean. An oral story-telling task was conducted in Korean using a textless picture book “Frog Story” with twenty 7-year-old graduates of English-only kindergarten and another twenty regular Korean kindergarten graduates of the same age. The narrative data from the task were compared between the two groups in the aspects of complexity, accuracy, fluency and vocabulary use. The results revealed that there were no significant differences in fluency, complexity between the two groups. However, a significant difference was found in accuracy; the English-only kindergarten graduates spoke with more errors than the regular Korean kindergarten graduates. In addition, there was a significant difference in the use of foreign words between the two groups, but not in the use of Sino-Korean words. The English-only kindergarten graduates used more foreign words than regular kindergarten graduates. These results indicate that negative effects of early L2 English education on children’s L1 narrative is only limited to accuracy, but not to overall aspects of speaking, providing useful information based on empirical study for elementary school language teachers as well as parents of the children.
키워드열기/닫기 버튼
Early English education, early bilinguals, bilingual children, Korean, complexity, accuracy, fluency, narrative
