노래를 활용한 영어ㆍ음악 통합 수업에서 성취 수준별 영어 어휘 습득 분석

Abstract

This study aims to investigate whether an integrated teaching model, English and Music Through Songs(EMTS), has the possibility to decrease the deepening disparities in students’ levels of English ability by using EMTS to help the vocabulary acquisition of elementary English learners. To evaluate how EMTS affected participants’ vocabulary acquisition, the progress of the sub-groups’ (high-level, mid-level, low-level) English acquisition was measured between the experimental group and a control group. Also, based on the results of the tests for normalized distributions, the progress of the experimental group was analyzed. Finally, a short survey with the participants in the experimental group regarding their opinions of EMTS was conducted. The analyzed data showed the following: First, the exposure to vocabulary through English songs in the CBI encouraged the participants, regardless of levels, to build their vocabulary substantially. Second, the participants’ accurate vocabulary acquisition was perceived as a salient factor influencing the use of songs, indicating the distribution of the post-test is not normally distributed. Third, most of the participants showed a positive perception and attitude toward EMTS. The findings of the study suggest that EMTS may have potential for helping to reduce the deepening disparities in students’ levels of English ability.