총체적 언어접근법의 이념적 및 실천적 본질 탐구

석동일(Dong Il Seok) 한국언어치료학회 2007 言語治療硏究 Vol.16 No.1

The purpose of this study is to examine nature of ideological and practical aspect of whole language approach. The analysis objects are within a country studies and outside studies for whole language approach. The analysis items of conceptual aspect are background, used term, error of comprehension, and connected approach.   The analysis items of intervention aspect are principle, strategy, application area, and intervention method.   The conclusions of this study were as follows:   First, whole language approach is more of philosophy than methodology. So, we would rather use the whole language approach to than use concrete another term of technique aspect.   Second, whole language approach must include parent education. And educated parents need to take part in whole language approach. This approach is based on language acquirement of normal children. So, this approach must follow normal children development process.   Third, language learning is achieved through the whole life, whole curriculum, and whole language area. Therefore learning object is made the multiple objects.   Fourth, whole language approach processes on whole-part-whole for language.   Fifth, practice situation about language learning consist of as possible as same true situation.   Finally, the intervention program proceeds to spread from center subject to sub-subject. So, the spiders thread model is influenced on nature of whole language approach.

아동 대상 한국어 문식성 교육을 위한 총체적 언어 접근의 비판적 적용

최은지 이중언어학회 2014 이중언어학 Vol.57 No.-

This article is for critical examining whole language approach as the approach for Korean literacy education for children. In whole language approach, language is the whole one that cannot be split, and language learning should take place in meaningful and purposeful using of language. This approach is apt to children learners who are insufficient in logical or analytic thinking and receive language learning as the synthetic process with learning world’s knowledge. In this article, distinguishing characteristics of children learners of Korean language was examined, and insufficient base in oral language, development of first language literacy, insufficient background knowledge was presented as their characteristics so that whole language approach can examined in critical viewpoint. Finally, based on these discussion, the balanced approach in early literacy teaching, synthetic literacy education with explicit teaching, grading in contents and resources for literacy educationl is necessary for Korean literacy education for children learners.

초등학교 교사들의 문해성지도 접근방식 및 신념

정숙경 한국초등교육학회 2004 초등교육연구 Vol.17 No.1

제 7차 교육과정의 국어과에서는 총체적 언어접근법이 강조되고 있다. 총체적 언어접근법은 언어기능의 습득과 합께 정보를 수용, 해석하고 적용하는 고차적 사고능력의 함양도 동시에 도모하고자 하는 언어교육방식이다. 이 연구는 초등학교 저학년 교사들이 아동들에게 문제성을 지도하기 위해 전통적인 기능중심접근법과 새로운 교육과정에서 강조하고 있는 총체적 언어접근법을 어떻게 사용하고 있으며, 총체적 언어접근법의 배경 철학인 구성주의 신념을 어떻게 수용하고 있는지를 밝히고자 하였다. 총체적 언어접근법, 기능중심접근법,구성주의 신념 세 범주로 구성된 설문지를 사용해 168명의 1학년 및 2학년 담당교사들을 대상으로 조사하였다. 연구의 결과는 두 접근방식을 아동들의 발달수준 및 필요에 따라 적절히 병용해야 한다는 균형적 접근법의 관점에서 논의되었다. This article explored the literacy approaches elementary teachers depend on in their classrooms, and the beliefs related to children's literacy acquisition they rely on. A questionnaire consisted of 10 items each for whole-language approach, skills approach, and constructivistic beliefs was constructed. The responses of 86 first-grade teachers and 82 second-grade teachers were processed to reveal the results. The results showed that elementary teachers use both whole-language approach and skills approach, with slightly higher degree of skills approach. While there were no sigruficant differences in the use of whole-language approach between first-grade and second-grade teachers, first-grade teachers use sigruficantly more skills approach than second-grade teachers do. The degree of elementary teachers' constructivistic beliefs related to literacy acquisition was found to be considerably high, which supports teachers' use of whole-language approach. The results were discussed with the reference to balanced approach.

균형적 언어접근법을 통한 유아 영어교육의 효과

최지영(Choi Jiyoung) 한국열린유아교육학회 2009 열린유아교육연구 Vol.14 No.3

조기 영어 교육의 목적이 의사소통의 신장에 있다면 듣고 말할 수 있는 것뿐만 아니라 읽기와 쓰기도 의사소통의 한 부분이므로 언어의 4기능을 자연스럽게 접하는 것이 영어교육에 있어서도 필요하다. 이에 구어와 문어의 상호작용과 상호연관성을 중요시하는 교육방법인 균형적 언어접근법(The balanced language approach)을 통한 유아 영어 지도를 실시하고 그 효과를 검증하여 유아들에게 효과적이고 효율적인 영어교육 방법을 제시하는데 이 연구의 목적이 있다. 연구대상은 서울 노원구 유아교육기관의 2개 학급의 유아 60명을 대상으로 한 학기 동안 실험반에는 균형적 언어접근법(총체적 언어와 phonics)을 통한 영어 교육을 실시하고 비교반에는 총체적 언어접근법을 통해 영어교육을 실시하였다. 이 연구결과는 영어 능력(듣기, 말하기, 읽기, 쓰기)과 정의적 영역(흥미도, 자신감, 불안감)의 사전, 사후 평가 실시 후 얻어진 것으로 다음과 같다. 첫째, 균형적 언어접근법을 통한 유아 영어 교육이 총체적 언어접근을 통한 영어교육 보다 유아들의 듣기, 말하기에는 별 차이가 없으나 읽기, 쓰기 능력 신장에 있어 더 효과적인 것으로 나타났다. 따라서 유아 때부터 문학을 활용한 총체적 언어접근법 안에서 Phonics접근을 적용하여 음운인식, 소리-철자와의 관계, 알파벳 쓰기 등을 자연적으로 접목하여 지도하는 것이 바람직하다. 둘째, 균형적 언어접근법을 통한 영어교육이 총체적 언어접근을 통한 영어교육 보다 유아들의 영어에 대한 흥미도, 자신감, 영어 불안감 등에 더 긍정적인 효과를 가져 오는 것으로 나타났다. 이는 듣기, 말하기, 읽기, 쓰기를 분리하지 않고 이야기 속에서 자연스럽게 지도하되 보다 명시적으로 Phonics 지식을 접목하여 지도함으로써 아동들이 학습에 대한 호기심과 욕구를 충족시키고 성취감을 느끼도록 하며 영어 학습에 대한 동기를 유발하는데 더 효과가 있음을 알 수 있다. The purpose of the study was to examine the effects of balanced language approach on preschooler's spoken and written English proficiency and their affective domain (interest, self-esteem and reduction of anxiety) in early childhood English education. Sixty children participated in the study; 30 children were chosen for a control group with the modified whole language approach and the other 30 children were chosen for the experimental group. The experimental group was taught with balanced language approach (whole language approach plus phonics skills). The results of this study were as follows; Teaching English though balanced language approach was more effective in improving English reading and writing ability, enhancing, children's interest, and, self-esteem, and reducing the anxiety level than modified whole language. This study suggests as follows; first, a combination of phonics approach with literature-based approach to teaching English improved children's English ability. That is, the method of teaching English through balanced language approach is very useful for five years old in kindergarten. Second, balanced language approach should be included in English Classroom. Lastly, early childhood English teachers need to develop various materials and activities and to design environments in interesting and authentic ways for the application of balanced language approach.

총체적 언어접근에 대한 어린이집 교사의 신념에 관한 연구

도미진(Do, Mi-Jin) 한국변형영유아교육학회 2009 변형영유아교육연구 Vol.3 No.2

본 연구의 목적은 현직 어린이집 교사들의 문해 발달에 대한 총체적 언어접근에 대한 신념을 알아보고, 분석하고자 한다. 본 연구의 대상은 경기도 수도권에 위치한 93개의 국공립 및 민간 어린이집 교사 285명이었다. 어린이집 교사의 언어적 신념을 측정하기 위한 측정도구는 Yoo(1996)가 개발한 유아 문해 습득에 대한 교사 신념(Teachers' Beliefs Related to Children's Literacy) 이라는 질문지를 수정 보완하여 사용하였다. 이에 대한 결과는 다음과 같다. 어린이집 교사의 총체적 언어 접근에 대한 신념은 교사의 경력과 학력에 따른 차이는 없었으며, 담임 1인당 담당 유아 수에 따른 어린이집 교사의 신념차도 유의하지 않은 수준을 나타냈다. 이에 반해 총체적 언어에 대한 학습 경험이 있는 교사가 총체적 언어에 대한 학습 경험이 없는 교사보다 총체적 언어접근에 대한 신념이 높은 것으로 나타나 총체적 언어에 대한 학습 경험이 어린이집 교사의 총체적 언어접근에 대한 신념에 영향을 주었음을 알 수 있다. This study is held to examine the day care center teacher's beliefs on whole language approach about child's literacy development. People who responded to the survey are teachers from 93 public and private day care centers, in Gyeong-gi province, Korea. Criteria used to measured the day care center teachers' beliefs on literacy are questionnaires from <Teachers' Beliefs Related to Children's Literacy, developed by Yoo, 1996 >, with a little modification and supplementation. Results are like this; The study showed that day care center teachers' beliefs on whole language approach is not related to their educational background and personal career. Also, the study showed that number of charged children of a teacher had not influenced to significance level. However, teachers who have experiences of studying whole language approach showed higher beliefs on whole language approach, meaning that experience of studying whole language approach had influenced teacher's beliefs on whole language approach.

초등영어 학습부진아의 효과적인 읽기지도 방안

신민희,이혜경 미래영어영문학회 2015 영어영문학 Vol.20 No.2

The purpose of this study is to explore and describe the English Education process of underachieving elementary school students especially in reading. This study also aims to find out which approach is more efficient to improve in underachieving students’ reading ability. For this study, qualitative research was used. Teachers’ field notes and students’s journals, face-to-face interview were also conducted. The major findings of the study are as follows: The whole language approach is more efficient to underachieving elementary school students compared with the phonics approach. And the underachieving students who are struggling only in English and one other subject(math, korean) are better than the students who are underachieving in all subjects. For the student who is successful in math, phonics works better. For the student who is successful in Korean, the whole language approach was more efficient. In general, the whole language approach is more efficient than the phonics approach to the underachievers. And the underachieving students who are only struggling in English were more motivated than the students who had underachieving scores in all subjects. The results indicated that the instruction for the underachieving students in this study was more effective way of teaching English reading with the whole language approach. And the instruction should be taught according to the students’ levels and situations.

교육연극, 방법에서 철학으로: 황정현의 교육연극 접근방식 고찰

김주연 ( Joo Yon Kim ),김병주 ( Byoung Joo Kim ) 서울敎育大學校 初等敎育硏究所 2014 한국초등교육 Vol.25 No.4

국내에 소개된 지 불과 25년 남짓한 우리 교육연극의 역사에서 황정현은 줄곧 중심에 자리하여 왔다. 2000년 한국교육연극학회 설립에 주도적으로 참여하고 2004년부터 2009년까지 3, 4대 회장을 역임하면서, 각종 워크샵 및 학술 세미나 개최와 학술지 발간 등 교육연극 다변화의 촉매제 역할을 하였다. 또한 정규 양성과정이 전무하던 2005년 서울교육대학교 대학원 특별과정 신설을 시작으로, 2007년 대학원 석사과정 설립을 이루어내며 한국 교육연극의 양적·질적 변화의 토대를 구축 하였다. 이러한 기반 위에서 뿌리내린 교육연극이 우리 교육의 현장과 문화예술의 현장에서 본격 적 도약을 목전에 둔 시점에서 그는 앞으로의 과제들을 후학들의 몫으로 남겨둔 채 황망하게 영면 하였다. 일 년이 흐른 지금, 그가 교육연극의 틀을 마련하면서 그렸던 밑그림은 무엇이고 후학들에 게 이 그림은 어떤 의미를 제시하는 가를 고찰하고자 한다. 황정현이 교육연극에 접근한 방식은 크게 두 가지 단계로 나눠 볼 수 있다. 하나는 총체적 언어 교육을 위한 방법적 접근방식과 또 하 나는 하나의 교과로 확립하려고 한 교과 교육적 접근방식이다. 황정현은 연극의 허구성을 통한 총 체적 의미 구성과 제1, 2의 언어 기능을 모두 포용하는 연극의 언어적 총체성에서 총체적 언어 교 육 구현을 위한 가능성을 발견하였다. 또한 창의적 사고력을 촉진하면서, 허구세계에 기반을 둔 인 지 과정에서 산출되는 인식내용을 구성주의적으로 생성하는 교육연극에서 교과 교육적 가능성을 보았다. 이러한 그의 접근 방식들은 교육연극이 국내 교육현장에서 어떤 궤적을 그리며 성장해왔는지를 보여준다. 총체적 언어 교육을 위한 방법적 접근방식과 하나의 교과로 확립하려 한 교과 교육적 접근방식은 교육연극이 교육과 만났을 때, 한편으로는 방법으로서 또 한편으로는 목적으로서 현실화될 수 있음을 제시하여 교육연극의 가능성에 대한 청사진을 제시한다고 볼 수 있다. Hwang had taken central role for the last 25 years of Korean educational drama history. He actively participated in forming Korea Association for Drama/ Theatre and Education, and he had served as president from 2004 to 2009. During the time, he established M.A. program of Educational Drama, the first-ever in Korea, and essentially constructed foundational work for educational drama in Korea, before his sudden and untimely demise in 2013. Therefore, it is worth exploring what he sought from educational drama. Hwang``s theoretical approaches are divided into two ways. Educational method for whole language approach is at one hand and subject matter education is the other. Hwang discovered the possibility of embodying whole language approach from wholistic meaning making process and the diversity of languages intrinsic in drama``s fiction. In terms of subject matter education, Hwang attempts to establish educational drama as a subject illuminating drama``s cognitive process. To employ educational drama as a method for whole language approach, he pinpointed drama``s wholistic meaning making process and the wholeness of language. This is a new way to seek educational method because educational contents and methods are connected in principle. In addition, his trial to establish educational drama as a subject is another valuable trial. His approaches demonstrates that educational drama operates not only as an educational method but also as a subject, and his approaches may become a blue-print to guide where educational drama need to aim for in the future.

총체적언어접근을 통한 영어교육의 방안 탐색: 이야기 말하기를 중심으로

이승렬(Lee Seung-Ryul),홍영숙(Hong Young-Sook) 한국홀리스틱융합교육학회 2003 홀리스틱융합교육연구 Vol.7 No.1

  The purpose of this study is to investigate the effects of teaching English through the techniques of storytelling based upon the Whole Language Approach. These techniques are considered to enable children to have ample opportunity of use in and exposure to English, as well as interest.<BR>  In order to conduct the research, we have selected two groups of the third grade students as an experimental group and a control group from S elementary school in Ilsan New Town. This study is sequenced as follows:<BR>  First, analyzing 7th English curriculum and textbooks, and selecting stories by way of consulting literatures;<BR>  Second, developing a teaching model for practising classes through storytelling with dramatization by way of analyzing several teaching models;<BR>  Third, surveying children"s interest and attitudes and identifying their significance in order to investigate the effects of storytelling. The study shows that the technique can enhance the children"s learning motives and intention. This may correspond to the saying in the 7th curriculum: enabling children to keep interest and confidence in English.

구성주의와 언어장애아동의 언어교육방법론

박선희,이규식 한국동서정신과학회 2003 동서정신과학 Vol.6 No.2

구성주의는 아동교육에 있어서 흥미를 끄는 새로운 교육방법이다. 또한 구성주의 교육은 아동들이 이전 지식을 재구성하고 통합하기 위하여 실제 활동과 결합하고자 아동들에게 많은 기회를 주는 학습환경을 강조한다. 총체적 언어교육접근법 역시 학습환경에서 아동의 흥미와 요구를 충족시키고자 하고 아동들은 그들의 수업에서 자기 결정을 하고 책임감 있는 참여자가 되는 것을 강조한다. 이렇듯 아동 중심의 학습환경이라는 점에서 구성주의와 총체적 언어접근법은 상호관련성이 있는 듯 보인다. 그러므로 본 글에서는 구성주의와 총체적 언어 접근법과의 연계성에 대하여 구체적으로 살펴보고자 한다. Constructivism has provided the new conceptual pedagogy for those who are interested in the education for students. The constructivism in education stress on providing a learning environment that contains opportunities for students to engage in practical activities in order to reconcile and integrate their previous knowledge. A Whole language approach means that the interests and needs of students are central to the learning setting. And students participate in decision-making and take responsibility for their own learning. In the aspects of importance of learning environment described above, the whole language approach to associates with constructivism. Therefore, in this article are to search a connection of the constructivism and the whole language approach.

Mixed-Phonics를 통한 효과적인 Phonics 지도방안 연구

金奉洵(Bong-soon Kim) 한국영어교육연구학회 2005 영어교육연구 Vol.- No.31

Phonics is the elementary level of learning English and one of the most prominent approaches for helping the illiterate to read. It can be especially helpful, not only for reading books but also distinguishing phonemes and learning to pronounce them accurately according to the standards of Phonics in the EFL situation. Essentially, there are three reasons that EFL students should study Phonics. First, it is necessary for English learners to study phonemes, because English may have a different phonetic system from their native language. Second, misunderstanding of phonemes can create problems in communication, so it is important that English learners learn to hear and use Phonics correctly. Third, if English is only verbally studied without reading, it can cut students off from information in their textbooks and stunt the learners' desire to learn more about English. In this paper, I would like to propose four ways that teachers can teach Phonics efficiently. I would also like to suggest the most practical ways of teaching Phonics to Korean elementary school students. First, Teaching phonemic awareness with the PIM(Phonics in Motion). Second, Teaching vocabulary with the phonogram. Third, Teaching sentences with story books. Fourth, Teaching pronunciation with songs and making the students interested. Studying phonemes with the Alphabet and studying vocabulary with the phonogram are already two widespread methods of teaching Phonics. In this paper, however, I emphasize that teachers use an Alphabet chant when they teach phonemes. I also propose that they teach English with not only text sources but, when teaching with the phonogram, they should also use pictures. Studying phonics with story books and songs can be applied to a Whole Language Approach to compensate for the weaknesses of Phonics. We can practice a lot of exceptions to the rules when we use a story as an outgrowth of the shared reading experience, and this provides a better understanding of the text. Finally, studying with songs motivates learners, and makes lessons more entertaining. However, the ongoing debate over the best way to teach children to read focuses on two methods: Phonics and the Whole Language Approach. There have been countless arguments on each side, but never any strong enough to convince people that one is clearly better than the other. As our society becomes more complicated and people grow more diverse, it may become difficult to teach all students with only one teaching method. Thus, teachers should attempt to employ various methods of teaching. In this paper, I suggest that teachers should formulate a better plan of teaching Phonics with the adoption of WLA(Whole Language Approach). Teachers must use a combination of both approaches to most successfully teach English.