실제적인 이야기를 그림으로 그리고 써봄으로써 학습에 대한 흥미도와 수업 집
and를 여러 번 반복하여 사용하는 오류도 and로만 연결하면 모든 문장이 하나로
참고 문헌
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ABSTRACT
The Effects of Drawing and Using Pictures on English Writing -Focusing on Middle School Learners in the 1st Grade4)
Lee, Youngryeol
English Education Major
The Graduate School of Education, Jeju National University Jeju, Korea
Supervised by Professor Kim, Chong-hoon
The main purpose of this thesis is to investigate how English writing activities that incorporate self-drawn pictures closely related to the learners’ lives, and visual images that are familiar to the students, can affect English writing differently by gender. The following research questions are addressed in this study.
First, what are the differences in male and female students’ English writing focusing on accuracy and fluency when they create drawings and use pictures?
Second, what is the impact of gender differences in their writings on the affective domain?
The participants were 26 boys and girls each at A middle school in 2014 consisting of 52 intermediate and advanced 1st graders.
The results of this study indicated that girls’ group dedicated to the pre-writing activities were pouring in more of their time and having more communication with their friends than the boys’ group. So the result of their dedication was evident in their final written products.
4) This thesis was submitted to the Committee of the Graduate School of Jeju National University of Education in partial fulfillment of the requirements for the degree of Master of Education in August, 2015.
Secondly, the study achievement related to the pictures in the mid-term and final tests showed a higher outcome in the girls‘ group than the boys’.
Thirdly, in the written texts, the girls’ group had more advanced development capabilities and showed fluent and natural flow using more information than the boys’. Contrastingly, the boys’ group couldn’t lead the writings to the various ideas’
stepping-stones and showed a lack of fluency.
Fourthly, the girls’ group responded in the survey that they could develop their creativity, imagination, and interest in studying English through the writing activities using the picture-drawing strategy more than the boys’ group did. In addition, the active interaction within friends or between learners and teachers motivated increased sociability in the whole class.
Finally, from the learners’ reflections, it was found that all students could focus more on classes by bringing up their own authentic and realistic world while engaging with the drawing procedure. Furthermore, they could gain happiness, and increase their imagination by sharing ideas and the results of their writing.
The findings above hold some implications for teaching writing at secondary schools. First, reinforcing the pre-writing activity in writing English is required.
Second, teaching grammar and vocabulary must be combined with writing itself to fully convey the meaning that the learners want to express in the process of the pre-writing. Third, to lead the students towards natural writing, it is necessary to continuously teach them how to correct grammatical errors in their writing and to avoid translating Korean into English word by word through practicing a variety of writing tasks. Fourth, improving students’ vocabulary by researching suitable words on the Internet or making them ask the teacher to fully express the intention of the writer is required. Fifth, it's obvious that there is such a big difference in learning English writing by gender, and a delicate division of teaching methods suited to learning tendencies of male and female students is needed.
Lastly, it is strongly recommended in classrooms that writing with drawing pictures combines all the students who have different levels of English into one in the same class and encourages positive sociability!