국민학교 영어교육이 중학교 영어학습에 미친 영향에 관한 연구

Abstract

The early teaching of foreign language stated to be adopted in 1952, initiated by FLES' urging efforts based on its studying results. Since then numerous studies and experiments have been continuously made on that, having been stimulated and activated by the recommendation at "Hamburg Conference" in 1962 held by UNESCO. In Korea, it was not until 1970, that "the early English teachin" problem began to be got attention and to be studied in the education circle. Since then, a lot of pros and cons on that have been coming out. Besides this, substantial studies on that, in a true sense, can be said started in October 1981; when early English teaching started to be practiced in the primary school at their own descretion, by the Government Ministry of Education's decision of admitting it. Henceafter, the Primary School which takes English subject into its curriculum with putting efforts on that, has ceaselessly increased in number, throughout bad confitions for that id est overcrowdness of class, lack of eligible teachers, no applicable curriculum, insufficient educational of facilities. To the contrary researches, observations and analyses the resulting effect of such trials have been quite neglected that nearly none has been made on that. Hence, this paper aimed to study on that purpose. This thesis has been worked out using two kinds of methods, the one is literature investigation and the other is statistical analysis based on questionaire survey. In the process of this paper, firstly literature investigation was introduced; by which the significance of early English teaching, critical study of pros and cons, and connective correlativity between English curricular of primary school and middle school were covered. And then further researches and examinations through the statistical analysis based on questionaire survey have been followed, examining inferences and tried to derive some experimental conclusions about the theme. For that purpose, two kinds of data were made using the questionaire survey onto middle school students in Seoul city. the one was collected from 240middle school students with the purpose of investigating students opinion about primay school's English education and connective correlation between two English curricula-primary school's and middle school's. The other data was of the testing results from I.Q. test and English achievements Test to 130 middle school students consisted of two groups-65 with learning experience in their primary school and 65 without such experience. There on using statistical tools like percentage method, t-Test, Pearson Correlation Coefficients these two kinds of data were statistically anlyzed. The skeptical conclusions out of this analysis as follows. 1. Through the analysis to middle school student's opinion on primary school's English teaching. 1) Subject interest investigation indicates that primary school's English teaching make their students have more interest on the English subject in their middle school than the other students who have not learned English in the primary school. 2) The most important reason that makes students feel interest in English is shown to be different between two groups. To those who learned English in their primay school it is because English is interesting, and to the others who didn't so it is because English has great usefulness. 3) To all the students, whether they had learned English in their primary school or not, it is found out to be English subject that they put the most time in their studying of all the subjects. 4) From the investigation of what makes the students put emphasis on the English studying, it is shown that most students get that attitude by their own willingness and nearly no students is influenced from their parents or teachers in getting that attitude. This fact was common in both groups. 5) Students are inclined to consider primary school's English learning as preparatory step for their afterward studying in middle school. This fact is derived from the result that 41.7% of the data population have showed their preference to being taught reading and writing as well as speaking and hearing in the primary school. 6) Desirable teaching hours for primary school's English subject is shown to be 3 hours per week seperating into three times, or 15-20 minutes per each day-and that seems to be appropriate in many ways. 7) As for the primary school's English teaching time, allocation between speaking & hearing and singing with amusements investigated from the student's opinion was coincident with present directions in contents; thus this field might be said to have no problem. 8) The reasons that primary school students get interest in English are shown as concentrated into two reasons id est, (a) English is funny (b) English is qurious to them, reaching 68.6% of the data population. 9) Of the reasons that student feel boring about English in the Primary school, the reply that there are no exam in English subject and thus not reflected in their evaluation marks, occupied 71% of data population. 10) The investigation shows that there are few problems in the curriculum because 83.2% of students admitted the existence of connective relation between two levels of English teaching. 11) The synthetic conclusion derived from this analysis is that primary school's English teaching is helpful to the afterwards English studying in middle school. In the survey 91.7% have shown such an affirmative opinion. 2. Middle school student's English learning achievements evaluation analysis 1) The result from the investigation to correlativity, between 4 realms of middle school student's English learning achievements (Reading, Writing, Hearing, Speaking) and their intelligence quotient, shows as follows; r=.641, P=0.000 2) The result from the comparing analysis through English learning achievements evalution between two groups-students who learned English and those who did not in their primary schools, indicates there exists difference between them as follows; a. In Reading : M_(1) =81.60, SD_(1) = 10.85 M_(2)=69.75, SD_(2) = 20.50 b. In Writing : M_(1)=68.30, SD_(1) = 21.70 M_(2) =50.60, SD_(2) = 25.75 c. In Speaking: M_(1) = 79.70, SD_(1) = 16.65 M_(2)= 58.70, SD_(2) = 20.75 d. In Hearing : M_(1) = 86.45, SD_(1) = 10.80 M_(2) = 72.90, SD_(2) = 15.55 e. In total average marks: M_(1) = 78.91, SD_(1) = 13.35 M_(2) = 63.00, SD_(2) = 18.10 f. t = 5.70;早期 外國語 敎育의 實施는 1952年 FLES의 硏究와活動으로시작되었으며 1962年 UNESCO 주관으로 개최된 Hamburg 會議 이후 지속적인 實驗硏究와 더불어 더욱 활성화되어 왔다. 우리나라 敎育界에서는 1970年度 이후 早期 英語 敎育에 관한 贊反論이 많았으나 文敎部가 1981年 10月 國民學校 재량으로 施行承認이 있은 후 具體的인 硏究가 시작되었다. 早期 英語 敎育을 施行함에 있어 現實的인 問題點으로 學級當 學生 數의 過多, 有能한 敎師의 不足, 敎科 內容, 施設 未備등을 들 수 있음에도 불구하고 이에 對한 勞力과 時間을 投資해 온 學校들이 늘어나고 있다. 그러나 그 結果에 對한 分析 硏究는 거의 되어 있지 않은 狀態이므로 이에 對한 硏究를 하는데 目的을 두고 있다. 本 硏究 方法은 文獻 硏究와 質問紙法을 使用하였다. 文獻 硏究를 통하여 早期 外國語 敎育의 意義와 贊反論에 對한 考察, 國民學校 英語 敎育課程과 中學校 1學年 英語 敎育課程의 連繫性을 探究하였다. 質問紙法을 통해서는 서울 市內 中學生 240名을 對象으로 國民學校 英語 敎育에 對한 意見과 敎育課程의 連繫性에 對한 資料, 中學生 130名(國民學校에서 英語를 배우고 進學한 學生 65名과 國民學校에서 英語를 배우지 않고 進學한 學生 65名)을 對象으로 知能 檢査, 英語 學力 檢査를 實施하여 收集된 資料를 백분률, t -Test, Pearson의 相關 係數등의 統計 方法으로 比較 分析하였다. 이러한 過程을 通하여 얻어진 結論은 다음과 같다. A. 國民學校 英語 敎育에 對한 中學生들의 意見 分析 1. 敎料에 對한 興味를 調査한 結果 國民學校에서 英語를 배운 中學生이 國民學校에서 英語를 배우지 않은 中學生보다 英語科에 對한 興味度가 높게 나타났다. 2. 中學植에서 英語科에 興味를 느끼는 가장 큰 理由로 國民學校에서 英語 敎育을 받은 中學生들은 재미가 있어서라고 답한 반면에 國民學校에서 英語 敎育을 받지 않은 中學生들은 活用性이 많아서라고 답하므로서 두 集團間에 差異가 있음이 나타났다. 3. 中學校 學生들이 學校 學習 以外에 공부를 가장 많이 하는 敎科는 國民學校에서 英語 敎育을 받은 경우와 받지 않은 경우 모두 다 英語科로 나타났다. 4. 中學校 學生들이 英語科 學習에 置重하는 理由로 國民學校에서 英語 敎育을 받은 學生(44.6%)과 받지 않은 學生들 (51.2%)이 重要한 敎科이므로라고 답하였는데, 父母나 敎師의 권유에 影響을 받기 보다는 그들 自身이 重要한 敎科로 英語를 認識하고 있는 것으로 나타났다. 5. 國民學校 英語 敎育의 分野에서 듣기 말하기 以外에 읽기와 쓰기도 하기 바란다는 意見이 41.7%로 國民學校 英語 敎育을 中學校 英語 敎育의 準備 過程으로 認識하고 있다고 나타났다. 6. 國民學校 英語科 授業 時期에 對한 要望은 週 3回 3時間이나 매일 15∼20分씩이므로 매우 合理的이라고 할 수 있다. 7. 中學校 學生들이 가장 要望하는 國民學校 英語 時間의 말하기 듣기와 노래 게임의 比率은 8:2로 45.8%를 차지함으로써 國民學校 現行 指導 內容과 별 問題가 없는 것으로 나타났다. 8. 國民學校 英語 授業에 興味를 느끼는 理由로 재미가 있어서와 새로운 것이므로라고 답한 學生이 68.6%로 置重되어 나타났다. 9. 國民學校 英語 授業에 싫증을 느끼는 理由로 시험이 없고 成績에 反影이 안 되므로와 復習이 어렵기 때문이라고 답한 學生이 전체의 71.0%를 차지한 것으로 나타났다. 10. 國民學校 英語의 말하기 듣기와 中學校 英語科의 連繫性에 對한 認定度는 83.2%로 나타났다. 11. 綜合的으로 볼 때 國民學校 英語 敎育이 中學校 英語 學習에 도움이 되었다는 意見이 91.7%로 肯定的으로 나타났다. B. 中學生의 英語 學力 評價 分析 1. 中學生의 英語 4個 領域(읽기, 쓰기, 듣기, 말하기)學力과 知能 指數와의 關係를 알아 본 結果 상관 계수 r=.64, p=0.00으로 相關이 높게 나타났다. 2. 國民學校에서 英語를 배운 中學生과 배우지 않은 中學生의 英語 學力 評價 結果를 살펴보면 읽기 分野에서는 M=81.60, SD=10.85와 M=69.75, SD=20.50, 쓰기 分野에서는 M=68.30, SD=21.70과 M=50.60, D=25.75, 말하기 分野에서는 M=79.70, SD=16.65와 M=58.70, SD=20.75, 듣기 分野에서는 M=86.45, SD=10.80과 M =72.90, SD=15.55로 각각 差異가 났으며, 總平均點數에서도 M=78.91, SD=13.35와 M=63.00, SD=18.10, t=5.70으로 差異가 길게 나타났다.