원문정보
Teaching English Relative Pronouns for Korean EFL High School Students
초록
영어
Teaching English Relative Pronouns for Korean EFL High School Students Yu-jeong Lee․Gohee Lee․Kyung Ja Kim (Chosun University) The aim of this study was to examine Korean high school students' difficulties in the use of English relative pronouns through the error analysis. 160 first-grade students at a high school in Gwangju were participated in the study and they were tested using 37 items, which contained English relative pronouns. Student errors were divided into 3 parts: 1) a grammatically judgement task, 2) a gap-filling task, and 3) a task comparing restrictive with nonrestrictive function. The analysis of grammatically judgement task showed that the students had the most difficulty with the use of an appropriate relative pronoun omission. Whose was ranked as the highest error rate and who as the lowest. The degree of students' understanding about the restrictive relative pronoun was examined by analyzing the number of correct answers. It showed that the hierarchy of difficulties from the easiest to the most difficult was as follows: OS > SS > OO > SO. The study also suggested some ways to help the students acquire English relative pronouns effectively. The most important thing in teaching relative pronouns was to provide meaningful contexts in which students have enough opportunities to practice them.
목차
II. 관계대명사 습득 이론
1. 관계대명사 습득에 관한 학습자들의 문제
2. 관계절 습득에 대한 가설
III. 연구 방법
1. 연구 대상
2. 기초 설문조사
3. 시험 문항
4. 자료 분석 방법
IV. 연구 결과 및 논의
1. 문법 인식과 문법 학습 현황에 대한 학습자의 인식
2. 관계대명사 사용상의 오류에 대한 분석
V. 관계대명사의 효과적인 지도 방안
1. 형태중심 언어 교수법을 통한 관계대명사 지도 방안
2. 과업을 통한 관계대명사 지도 방안
3. 게임을 통한 관계대명사 지도 방안
4. 시청각 매체와 인터넷을 활용한 관계대명사 지도 방안
5. 지도 방안에 따른 학습 결과
VI. 결론
인용문헌
Abstract