The purpose of this study, targeted at 5th grade students, was to investigate an effective method of teaching grammar by means of reviewing elementary school learners' English reading, writing ability of interrogative sentences, affective factors, and...
The purpose of this study, targeted at 5th grade students, was to investigate an effective method of teaching grammar by means of reviewing elementary school learners' English reading, writing ability of interrogative sentences, affective factors, and level improvement.
The purpose of this study was to clarify the learning process for the analysis of grammar error types and causes in the writing of interrogative sentences. To conduct this research, the following questions were asked.
First, what effect does teaching grammar in elementary schools have on elementary school learners' reading ability of to write interrogatives?
Second, what effect does teaching grammar in elementary schools have on elementary school learners' writing ability of interrogatives?
Third, what effect does teaching grammar in elementary schools have on elementary school learners' reading and writing ability of interrogatives by level: high, middle, and low?
Fourth, what kind of errors occur when writing interrogatives?
Fifth, what effect does teaching grammar in elementary schools have on elementary school learners' affective factors in reading and writing?
For this study, four classes (98 students) of the 5th grade at Y elementary school in Busan were selected and divided into three levels: high, middle, and low by means of a reading and writing test.
The experimental classes were taught using the teaching grammar in the elementary school twice per week, and the control classes were taught in a more traditional manner of teaching.
The results from this survey are as follows:
First, teaching grammar in elementary schools is effective for elementary students' reading and writing ability of interrogative sentences.
Although there was not a positive effect in terms of the overall class average of reading and writing ability; but, in case of reading, there was a meaningful difference in the lower part of "Correcting dialogue sequences". The average difference between the pre-test and post-test scores in the experimental group improved more than in that of the control group in reading and writing ability.
Second, the posttests indicated that teaching grammar in elementary schools is effective between levels although it is difficult to show a positive effect on the elementary students' reading and writing ability of interrogatives sentences. There was a greater improvement among the students in the low group.
Third, the analysis of the frequency of types of errors according to the types of interrogative sentences in making interrogative sentences, regardless of the tested or the controlled group, showed that the most common errors were misformation if which the frequency was 60 (48.8%), 59 (42.1%), followed by omission, addition, and misordering in that order.
For error improvement, students need to be given a great deal of ‘English Input', to be taught grammar, and to be directed to practice grammar structures constantly.
Fourth, teaching grammar to elementary school students was more effective for the students' self-confidence and interest in English reading and writing, although there was no significant difference in the class average.
There was a significant difference found among more middle level students (P<.05) in the measure of their self-confidence domains; and a significant difference was found among more low level students (P<.05) in measuring their interests domains.
In addition, in the results of the analysis of the student interviews and the teacher's survey after the testing of the experimental classes, we can see that there was an increased and improved understanding and interest for the necessity of grammar and interrogative sentences.
Based on the results of this study, the following are suggested.
First, as a scheme for effective communicational education, there is a need for the development of texts which teach and acknowledge the importance of the appropriate grammar for each unit.
Second, as there may be many variables according to the degree of development and language proficiency level, a variety of methodologies should be studied and developed, which are suitable for the level of the elementary school students.
Third, it is necessary to help the student to understand the differences between the English and Korean language systems, and to develop reading and writing materials which make sure that the students understand the rules applicable to English and its expression.
Finally, we need to discover a method for feed-back and error correction by means of grammatical error analysis.
본 연구는 초등학교 5학년을 대상으로 초등영어 문법지도가 영어 의문문 읽기능력, 쓰기능력과 흥미도에 미치는 영향, 수준별 향상도를 살펴봄으로써 효과적인 문법지도 방법을 알아보는 ...
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