코퍼스 기반 협동 학습이 중학교 하위 학습자의 영어 문법 학습과 정의적 영역에 미치는 영향
The Effects of Corpus-based Cooperative Learning on Korean Low-proficiency Middle School Students’ English Grammar Learning and the Affective Domain
- 주제(키워드) 코퍼스(corpus) , 협동학습(cooperative learning) , 연역적(deductive) , 귀납적(inductive) , 정의적 영역(affective domain)
- 주제(기타) 영어교육
- 설명문(URI) https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?sereArticleSearchBean.artiId=ART002454125
- 등재 KCI등재
- 발행기관 글로벌영어교육학회
- 발행년도 2019
- 총서유형 Journal
- URI http://www.dcollection.net/handler/ewha/000000162776
- 본문언어 한국어
초록/요약
This study investigates the effects of corpus-based cooperative learning on learners’ understanding and expression of English grammar rules and the affective domain. For this purpose, a total of 43 middle school students in the 3rd grade participated in the study and were classified into three groups: deductive grammar learning, corpus-based cooperative learning, and corpus-based individual learning. The results of the study revealed that all the groups presented a statistically significant improvement in learners’ learning grammar. However, there was no significant difference in learning grammar rules between groups. In respect of understanding and expression of English grammar rules, the groups of corpus-based cooperative learning and corpus-based individual learning showed statistically significant improvement. In the affective domain, the corpus-based cooperative learning group had a positive effect on positive attitude area, especially on using corpus in learning grammar. The results of the study suggest that the modification of corpus data should be considered for low-proficiency English learners and cooperative learning could be a good source of using corpus in the classroom to lessen the psychological burdens of the learners.
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