earticle

영어

This study evaluates five year olds’ phonological awareness and reading abilities of Korean and English. It also investigates the effect of phonological awareness activities using nursery rhymes on young children’s phonological awareness and reading of both languages. The relationships among phonological awareness abilities in both languages as well as the relationship between phonological awareness and reading abilities of Korean and English were investigated. Fifty-five children in a preschool were administered the phonological awareness and reading tests (Korean and English). Twenty-nine children (experimental group) were given nursery rhymes activities including phonological and phonics activities for ten weeks, while twenty-five (control group) were given nursery rhyme activities without phonological and phonics activities. Five nursery rhymes were selected that have simple or familiar melodies, repetitive phrases, and words with similar sounds (phonological neighbors). The results of the study are as follows: First, five-year-old children have phonological abilities in English words as well as in Korean words. They are more sensitive to initial sounds than to final sounds of the words in both languages. Second, the experimental group, which was given nursery rhyme phonological and phonics activities, had higher scores on phonological awareness and reading in English, but the effect was not transferred to Korean. Third, phonological awareness abilities of both languages were significantly correlated, but phonological awareness tasks that were highly correlated with reading Korean words were different in the case of reading English words.

한국어

본 연구의 목적은 첫째, 영어권의 유아라임을 활용한 영어 음운인식 및 파닉스 활동을 구성하여 우리나라 만 5세 유아들에게 적용한 후, 유아의 영어 및 모국어 음운인식능력과 읽기능력에 미치는 영향을 알아보며, 둘째, 모국어와 영어의 음운인식능력, 그리고 읽기능력간의 관계를 알아보는 것이다. 이를 위해 C 유치원 만 5세 학급 유아들 55명을 대상으로 모국어와 영어 음운인식능력과 읽기능력을 측정하였으며, 실험집단 29명에게는 유아라임을 활용한 음운인식 및 파닉스 활동을 고안하여 10주간에 걸쳐 수업을 하였으며 통제집단 26명에게는 같은 유아라임으로 수업을 하되 음운인식 및 파닉스 활동을 하지 않았다. 연구결과 첫째, 유아라임을 활용한 음운인식활동은 영어의 음운인식능력과 읽기능력을 높여주었으나, 모국어 음운인식능력과 읽기능력에는 영향을 주지 못 했다. 둘째, 상관분석 결과, 모국어와 영어의 음운인식능력은 의미 있는 상관이 나타났으며, 이를 음운인식능력의 언어 간 전이현상과 관련하여 논의하였다. 음운인식능력은 읽기능력과 상관이 있었으나, 모국어와 영어읽기에 영향을 미치는 음운인식 하위과제가 언어에 따라서 다르게 나타났는데, 이를 모국어와 영어의 차이 및 읽기발달단계와 관련하여 논의하였다.