음소인지 교육이 한국 초등학교 EFL 학습자들의 듣기 이해 능력에 미치는 영향

학위논문(석사) -- 서울대학교대학원 : 사범대학 외국어교육과(영어전공), 2021.8. 이민서.Phonemic awareness is a prerequisite ability to process foreign language speech (McDowell & Lorch, 2008). When learners do not have adequate phonemic awareness of the target language, they may face difficulties decoding speech streams of the foreign language. A considerable amount of focus is on enhancing listening skills in traditional L2 classrooms, yet they are mostly taught in word and sentence levels. Although students learning English as a foreign language need to develop sufficient ability for phonemic awareness, efforts to integrate phonemic awareness instruction with listening drills and activities are lacking. Furthermore, the main interest of this thesis, phoneme awareness instruction, was conducted in several previous studies related to the reading instruction of English native language learners, but there was a dearth of studies on phoneme awareness and listening for Korean elementary school learners in the EFL environment. This study examines the efficacy of explicit phonemic awareness instructions on developing phonemic awareness and listening comprehension skills, by comparing the pre- and posttest progress made by participants enrolled in an English course at an elementary school in Korea. Furthermore, it examines whether there are varying effects among different proficiency groups. An experimental design was used to investigate the effectiveness of phonemic awareness instructions on 57 Korean EFL elementary school learners, which were sub-grouped into three proficiency levels. The phonemic awareness odd-one-out test and multiple-choice listening comprehension test are used to collect data about students’ level of phonemic awareness and listening comprehension skills. The intervention took four weeks of 19 sessions, consisted of 14 asynchronous online instructions and five reviewing sessions in the classroom. Target phonemes were predetermined thirteen consonants which the learners found difficult to distinguish. Results indicate a positive effect of the instruction and an implication for the L2 classrooms. First, a paired sample t-test illustrated that phonemic awareness instruction has significantly enhanced EFL learners’ phonemic awareness and listening comprehension skills small and medium effects (Cohen’s d = 0.37; 1.08). Secondly, a paired sample t-test within proficiency group demonstrated the lower level group has shown the largest improvement in their listening comprehension scores (Cohen’s d = 1.49). Thirdly, Pearson’s product-moment correlation revealed that there is a statistically significant positive correlation between phonemic awareness ability and listening comprehension skills of the participants in the pretests (Pearson’s correlation coefficient = .427**) and stronger relationships in the posttests (Pearson’s correlation coefficient = .479**). The conclusion can be drawn that students’ development of phonemic awareness positively correlates with their listening comprehension skills. Pedagogical implications for L2 classrooms are provided following a depth analysis of the research results.외국어의 음소 구분 능력은 외국어 발화 듣기를 처리하기 위한 전제 조건이며 학습자의 듣기 능력에 영향을 미치는 주요 요인으로 여겨져 왔다. 학습자가 목표 언어의 충분한 음소 인지 능력을 가지고 있지 않은 경우, 외국어 음성을 이해하기 어려울 수 있다. 기존의 L2 교실의 영어수업은 학생들의 듣기 능력 향상에 많은 초점이 맞춰져 있지만, 대부분의 경우 단어와 문장 수준에서 진행하고 있다. 이에 외국어로서 영어를 배우는 학생들은 그들의 외국어 음소 인지 능력을 충분히 발달시킬 필요가 있으나 음소 인지 수업을 듣기 활동과 통합하는 노력은 부족했다. 또한 선행 연구를 살펴보면 이 논문의 주요 관심사인 음소 인지 지도는 영어 모국어 학습자들의 독해 지도와 관련으로 한 연구로만 주로 연구 되었으며 EFL 환경의 한국 초등학교 학습자들을 대상으로 한 듣기 지도에 대한 연구는 많지 않았다. 따라서 본 연구는 명시적인 음소 인지 교육의 효과를 조사하기 위하여 57명의 한국의 초등학생 참여자들을 모집했다. 4주간의 교육 기간을 거쳐 참여자들의 음소 인지와 청해 시험의 사전, 사후 결과를 비교했다. 또한 다른 숙련도 그룹간에 다양한 효과가 있는지 여부를 확인하기 위하여 청해 사전 시험의 결과를 토대로 참여자들을 3개의 하위 집단으로 구분하여 실험 결과를 분석했다. 교육 기간은 19번의 수업으로 이루어졌으며 이 중 14회는 온라인 영상을 탑재하는 방법으로, 5회는 온라인에서 배운 내용을 교실에서 복습해 보는 수업으로 진행되었다. 교육 대상 음소는 파일럿 테스트를 통해 알아본, 한국인 초등학생 학습자들이 가장 어렵다고 느낀 13개의 자음으로 구성되었다. 본 연구의 결과는 다음과 같은 음소 인지 지도의 긍정적인 효과와 L2 교실에 미치는 영향을 보여준다. 첫째, 음소 인지 지도를 받은 EFL 학습자의 음소 인지 능력, 청해 실력은 모두 통계적으로 유의미한 향상을 보여주었다 (코헨의 효과 크기 d = 0.37; 1.08). 둘째, 시간에 따른 수준별 집단 별 교육의 효과를 비교 한 결과, 제일 낮은 수준의 그룹의 청해 점수가 가장 큰 효과 크기로 향상되었다는 것을 알 수 있었다 (코헨의 효과 크기 d = 1.49). 마지막으로, 참가자들의 음소 인지 능력은 청해 실력과 정적인 상관관계를 보이는 것으로 나타났으며 이는 사전 시험 (피어슨 상관 계수 = .427**)에서보다 사후 시험 (피어슨 상관 계수 = .479**)에서 더욱 높은 상관관계를 보여주었다. 본 연구의 결과는 외국어로서 영어를 학습하는 학습자들의 발음 교육과 듣기 지도를 위한 교육과정 수립에 참고 자료로 활용될 수 있으며 이에 따른 영어 교육학적 함의를 지닌다.CHAPTER 1. INTRODUCTION 1 1.1 Background of the Study 1 1.2 Purpose of the Study 3 1.3 Research Questions 5 1.4 Organization of the Thesis 5 CHAPTER 2. LITERATURE REVIEW 7 2.1 Phonemic Awareness 7 2.1.1 Definition of Phonemic Awareness 7 2.1.2 Phonemic Awareness in Relation to Phonological Awareness 9 2.1.3 Differences between Phonemic Awareness and Phonics 12 2.1.4 Phonological Processing Ability in Listening Process 16 2.2 The Relationship between Phonemic Awareness and L2 Listening Comprehension 18 2.3 Development of Phonemic Awareness 21 2.4 Phoneme Differences between L1 and L2 26 2.4.1 Phoneme Differences between Korean and English 26 2.4.2 English Consonants Chosen for this Study 29 2.5 Phonemic Awareness Intervention in L2 Classrooms 30 2.6 Listening Instructions in Traditional L2 Classrooms 35 2.7 Summary of the Chapter 37 CHAPTER 3. METHODOLOGY 38 3.1 Participants 39 3.2 Instruments 40 3.2.1 Pretest and Posttest 40 3.2.2 Experiment Materials 43 3.2.3 Treatment 49 3.3 Procedures 53 3.3.1 Pilot Study 53 3.3.2 Lesson Procedure of the Experimental Group 59 3.3.3 Post-survey and Interviews 63 3.4 Data Analysis 64 CHAPTER 4. RESULTS 67 4.1 Effects of Phonemic Awareness Instruction 68 4.1.1 Effects of Phonemic Awareness Instruction on Phonemic Awareness Development 68 4.1.2 Effects of Phonemic Awareness Instruction on Listening Comprehension 73 4.2 Comparison by Proficiency Groups 75 4.2.1 Results of a Paired Sample t-test within Group 76 4.2.2 Results of Correlation 79 4.3 Post Survey and Interviews 88 4.4 Summary of the Chapter 95 CHAPTER 5. DISCUSSION 96 5.1 Discussion on Effects of Phonemic Awareness Instruction 96 5.2 Effects of Phonemic Awareness Instruction between Proficiency Groups 99 5.3 Relationship between Phonemic Awareness and Listening Comprehension Skills 100 5.4 Discussion on Student Survey and Interviews 102 5.5 Summary of the Chapter 104 CHAPTER 6. CONCLUSION 106 6.1 Major Findings and Pedagogical Implications 106 6.2 Limitations and Suggestions for Future Research 109 REFERENCES 111 APPENDICES 120 ABSTRACT IN KOREAN 139석

Impact of California's Transitional Kindergarten Program, 2013-14

Transitional kindergarten (TK)—the first year of a two-year kindergarten program for California children who turn 5 between September 2 and December 2—is intended to better prepare young five-year-olds for kindergarten and ensure a strong start to their educational career. To determine whether this goal is being achieved, American Institutes for Research (AIR) is conducting an evaluation of the impact of TK in California. The goal of this study is to measure the success of the program by determining the impact of TK on students' readiness for kindergarten in several areas. Using a rigorous regression discontinuity (RD) research design,1 we compared language, literacy, mathematics, executive function, and social-emotional skills at kindergarten entry for students who attended TK and for students who did not attend TK. Overall, we found that TK had a positive impact on students' kindergarten readiness in several domains, controlling for students' age differences. These effects are over and above the experiences children in the comparison group had the year before kindergarten, which for more than 80 percent was some type of preschool program

Teachers’ Attitudes Toward Mobile Learning in Korea

Mobile devices have become ubiquitous, and their uses are various. In schools, many discussions about mobile devices are ongoing as more and more teachers are adopting the technology for use in their classrooms. Teachers’ attitudes toward mobile learning takes an important role in initiating its usage in schools. This study aims to investigate the attitudes toward mobile learning among Korean teachers. The authors’ primary focus lies on the teachers’ attitudes toward mobile learning in view of their differences in gender, school level, teaching experience, and subjects taught. In order to find out teachers’ attitudes toward mobile learning, the Mobile Learning Perception Scale (MLPS) developed by Uzunboylu and Özdamlı was utilized. The results of this study showed Korean teachers’ mobile learning attitudes was low in general. Female teachers were more positive than male teachers in their attitudes. Secondary school teachers’ attitudes on the Forms of Mobile Learning Application and Tools’ Sufficient Adequacy of Communication (FMA&TSAC) was significantly higher than elementary school teachers. The group with more than 15 years of teaching experience showed higher attitudes toward mobile learning than those groups that were less experienced. Language teachers showed higher attitudes toward FMA&TSAC domain than all other subjects’ teachers

Habitus Transformation: Immigrant Mother’s Cultural Translation of Educational Strategies in Korea

This study aims to examine the transformation of habitus through a case study of immigrant mothers who navigate a heated educational competition in South Korea. To illuminate the process of habitus change, this study investigates the ways in which immigrant mothers make sense of a unique educational cultural practice of Korean parents, which is heavy reliance on shadow education

Engaging Diversity And Marginalization Through Participatory Action Research: A Model For Independent School Reform

Authored by a university researcher, school practitioner, and high school student, this article examines how independent schools can utilize participatory action research (PAR) to bolster diversity and inclusion efforts. A case study approach was taken to showcase a two-year PAR project at a progressive independent school that sought to: (a) enrich institutional knowledge of student diversity, (b) capture the present-day schooling experiences of historically marginalized students in independent school settings, and (c) develop a dynamic action plan to ameliorate school issues that emerged through the PAR inquiry process. Committed to institutional research that informs school policy and practice, we argue that PAR provides a rigorous, student-centered, and democratic model for independent school reform

Exploring Effects of Intrinsic Motivation and Prior Knowledge on Student Achievements in Game-Based Learning

This study investigates the effects of students’ intrinsic motivation and prior knowledge on student achievement in learning Chinese in a game-based learning environment. A total of 140 fourth-grade students from an elementary school in South Korea participated in this study. An instructional game called “Hanjamaru,” which is designed to teach Chinese characters, was implemented for four weeks. During the experiment, students’ prior knowledge, intrinsic motivation in gaming, and achievements learning Chinese were quantitatively measured. Findings from this study demonstrate that both students’ prior knowledge and intrinsic motivation affect their achievements in learning Chinese. Also, there students’ prior knowledge and intrinsic motivation affected each other; that is, a group low in intrinsic motivation but with higher prior knowledge showed comparatively higher student achievements. These findings suggest that students’ prior knowledge should also be considered while designing and adopting game-based learning in order to engage students with different levels of intrinsic motivation

Investigation of a multimedia approach to teaching spoken English

The purpose of this study was to investigate how learners will interact with multimedia that delivers pictures, audio, and various interactional modifications in teaching spoken English to Korean elementary school children who are currently taking ESL courses or having lessons from private tutors in the USA. In this study, two activities, listening and speaking, were studied using a commercial multimedia CD-ROM program, \u27Smart Start English\u27 by Syracuse language System, Inc. According to the results of this research through speaking and listening activities, it seems obvious that such multimedia CD-ROM programs can be used effectively for assisting L2 students to make interactional modifications with a computer when learning spoken English. But there was a large variation of the amount of interaction (time spent or help option used) between individuals depending on learners\u27 level of English, learning strategy and/or style.;Some students used as many options in the program as possible, while the others did not. Most of the students showed a positive attitude toward learning English with computers. A common difficulty was observed among students in pronouncing some English words that are related to generally known Korean specific problems. It seems that the speech recognition technology is not as perfect as a native-speaking teacher would be. Nevertheless, such multimedia CD-ROM programs would be very useful in Korea, a country where English is rarely used for social interaction and there is not enough opportunity for interactional modifications in the English classroom because there is usually only one non-native speaking teacher for many students, making it impossible for the teacher to engage in interactional modifications with individual students

DEVELOPING MULTIMODAL DIGITAL LITERACY: THE APPLICATION OF DIGITAL STORYTELLING AS A NEW AVENUE FOR EFFECTIVE ENGLISH LEARNING WITH EFL ELEMENTARY SCHOOL STUDENTS IN KOREA

The purpose of this mixed method research study is to investigate the educational effects of digital storytelling as a communicative language learning strategy in an EFL elementary school class in Korea. In order to find out the benefits and challenges of digital storytelling in EFL class, this study was conducted for 12 weeks in a rural elementary school. Digital storytelling was selected and utilized in the after-school English class, as main teaching and learning tool. Guiding research questions were 1) what are the potential benefits and challenges of digital storytelling for young EFL learners when it is employed in a rural context as a language learning activity? i. e.) the change of motivation, reading, writing, listening, speaking ability, and 2) What does the English teacher find to be benefits and challenges of using a digital storytelling as pedagogical strategies in Korean EFL classroom?. In order to answer those questions, a survey questionnaire on students’ learning attitude was distributed, and pre- and post-test were employed to investigate the difference in terms of the ability of reading, writing, listening and speaking over time. In addition, student’s reflective self-evaluation log, teacher’s lecture report, classroom observation and in/formal interviews with focal students and the teacher were also collected to figure out the factors which gave an influence to students and the teacher. Both quantitative and qualitative data were collected and analyzed based on the characteristics of each data set. The quantitative data results indicated that students show overall improvement in academic performance in terms of reading, writing, listening and speaking. In addition to English proficiency, the learning attitude and motivation toward English learning was elevated, followed by the increase of their critical, creative thinking, and digital literacy skills. The other results of qualitative data highlighted that the English teacher and students were satisfied with the learning experience with digital storytelling in that it played a key role in motivating the learning process and was an effective tool for active learning. To sum up, it seems clear that the digital storytelling activity, as integrated instructional strategy has the potential to shed light on helping EFL learners in a rural school to develop English skills as well as to change their learning attitude toward studying English. In addition, digital storytelling also increased skills other than academic skills related to learning English, and it also helped to improve students’ communicative ability, encouraging their collaboration, motivation and creativity to be heightened

RESEARCH ON THE USABILITY OF GAMES FOR THE INTERVENTION OF KOREAN DYSLEXIA - FOCUSING ON COUNTING GAMES –

It is estimated that around 5% of the Korean population, or about 2,500,000 people, have dyslexia. For the purpose of developing a functional dyslexia intervention, online phonological awareness games that focus on counting syllables and phonemes have been developed. In this research, a usability test was conducted to evaluate two such games. A checklist was developed based on the test results of the User Interface experts. The checklist consisted of 10 questions to be answered by students and 18 questions for clinicians. The subjects for the usability test comprised 21 students and 22 clinicians. A test platform was developed to provide a test environment that was conducive to playing online games. The analysis of the usability test results has been grouped into two parts: a quantitative analysis and a qualitative analysis. Based on the quantitative analysis results, the dyslexic students averaged 8.5 points (±1.53) on a Likert Scale of 10; while the dyslexia clinicians averaged 8.7 points (±0.87) on the same Likert Scale. Based on the results of the qualitative analysis, an enhancement of the rewards function, a better user interface for the button used to check for the correct answer, and a button to enlarge the screen were identified as areas for improvement. In the future, the requirements of the test subjects and the stakeholders will be taken into consideration, and the games will be improved accordingly