서로 다른 쓰기 전 활동이 초등 6학년 학생들의 영어 쓰기 능력에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of different types of pre-writing activities on 6th grade students’ English writing competence. Three classes(A, B, C) with 24-25 students participated in experimental free writing instructions which included different pre-writing activities for 12 weeks. Before the students wrote on a given topic Class A did group discussion and brainstorming, Class B completed a graphic organizer individually and Class C started writing without any pre-writing activity. The students’ writing data were collected from pre- and post-writing tests and three free writing tasks completed during the study. The data were analyzed both in quantitative and qualitative ways. The ANOVA results indicated that different types of pre-writing activities did not bring significant differences in the rate of writing improvement. However, doing some type of pre-writing activity caused significant differences when compared with doing no pre-writing activity. In the qualitative analysis students who went through pre-writing stages showed greater improvement in content and organization of the text. The results imply that doing pre-writing activities can help students improve their free writing abilities in various aspects.

목차 (Table of Contents)

• Abstract
• Ⅰ. 연구 목적 및 필요성
• Ⅱ. 이론적 배경
• Ⅲ. 연구 방법
• Ⅳ. 연구 결과
• Ⅴ. 논의 및 결론
• 참고문헌

참고문헌 (Reference)

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2 최유선, "소그룹 협동학습 활동이 초등학교 학생들의 영어 쓰기 능력에 미치는 영향" 팬코리아영어교육학회 22 (22): 247-268, 2010

3 심민선, "그래픽 구성도를 이용한 효과적인 초등영어 쓰기 수업" 한국초등영어교육학회 13 (13): 213-246, 2007

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9 Meyer, J., "The effects of graphic organizers on the creative writing of third grade students"

10 Zamel, V., "The composing processes of advanced ESL students: Six case studies" 7 (7): 165-190, 1982

11 신유선, "The Effects of Graphic Organizers in L2 Writing Instruction: A Case Study of an L2 Writing Instructor" 팬코리아영어교육학회 21 (21): 137-155, 2009

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20 Ausubel, D. P., "Educational psychology: A cognitive view" Holt, Rinehart and Winstone 1968

21 Cohen, E., "Designing group work: Strategies for the heterogeneous classroom" Teachers College Press 1986

22 O’Malley, J., "Authentic assessment for English language learners: Practical approaches for teachers" Addition-Wesley 1996

23 Victori, M., "An analysis of writing knowledge in EFL composing: A case study of two effective and two less effective writers" Elsevier Science Ltd 27 : 537-555, 1999

24 김태은, "A Case Study of Two Elementary Students: Scaffolded Prewriting for Writing Development" 한국외국어교육학회 13 (13): 215-239, 2006