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영어소설 독해와 오디오북 듣기의 동시 학습 효과
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | 김현옥 | - |
| dc.contributor.author | 이유미 | - |
| dc.date.accessioned | 2019-10-21T07:13:17Z | - |
| dc.date.available | 2019-10-21T07:13:17Z | - |
| dc.date.issued | 2009-02 | - |
| dc.identifier.other | 9687 | - |
| dc.identifier.uri | https://dspace.ajou.ac.kr/handle/2018.oak/17415 | - |
| dc.description | 학위논문(석사)--아주대학교 교육대학원 :영어교육,2009. 2 | - |
| dc.description.tableofcontents | 목차 표 목차 ·······························································································ⅲ Ⅰ. 서론 ····························································································· 1 1. 1. 연구의 목적 및 필요성·························································· 1 1. 2. 연구문제 및 가설 ··································································· 4 1. 3. 연구내용··················································································· 5 Ⅱ. 이론적 배경 ················································································· 6 2. 1. 읽기 ·························································································· 6 2. 1. 1. 읽기의 정의 ·········································································6 2. 1. 2. 읽기의 방법과 기술 ·························································· 7 2. 1. 3. 읽기 지도를 위한 교수학습 활동 ···································· 8 2. 2. 영어 소설 읽기의 활용 ·························································· 9 2. 2. 1. 영어 소설 활용의 이론적 배경과 근거 ·························· 9 2. 2. 2. 영어 소설 읽기가 가진 교육적인 가치 ························ 11 2. 2. 3. 텍스트 선정과 텍스트 선정시의 유의점 ······················ 13 2. 2. 4. 영어 소설 활용의 장점과 단점 ······································ 16 2. 3. 듣기 ·························································································18 2. 3. 1. 듣기의 정의 ······································································ 18 2. 3. 2. 듣기 자료 ·········································································· 20 2. 4. 읽기와 듣기의 동시 진행 시 고려해야 할 부분 ················ 22 Ⅲ. 연구방법 ·····················································································23 3. 1. 조사 도구 ·············································································· 23 3. 1. 1. 설문지 ··············································································· 23 3. 1. 2. 인터뷰 ··············································································· 23 3. 2. 조사 대상 ·············································································· 24 3. 2. 1. 설문 조사자 ······································································ 24 3. 2. 2. 인터뷰 조사자 ·································································· 24 3. 3. 연구 절차 ··················································································25 3. 3. 1. 교재 선정과 그 이유 ························································ 25 3. 3. 2. 실험 절차 ·········································································· 27 Ⅳ. 연구 결과 및 논의 ······································································ 30 4. 1. 배경 설문 ················································································ 30 4. 2. 교과서 만족도 ······································································· 33 4. 3. 영어 4기능의 비중 ································································· 34 4. 4. 영어 소설에 대한 일반적인 의견 ········································ 35 4. 5. 오디오북의 사용에 대한 인식 ············································· 38 4. 6. 오디오북 활용에 대한 인식 사전 사후 비교 ····················· 41 Ⅴ. 연구결론 및 제언 ······································································· 52 참고문헌 ·························································································· 56 부록 ···················································································· 60 표목차 표 4-1. 영어에 대한 관심과 흥미도 조사 ····································· 31 표 4-2. 사교육 유무 ········································································· 32 표 4-3. 교과서 만족도 ···································································· 34 표 4-4. 영어 4기능의 비중 ····························································· 35 표 4-5. 영어 소설에 대한 의견 ···················································· ··37 표 4-6. 영어 소설의 효과 ·································································38 표 4-7. 영어 듣기 교재에 관한 인식 ············································· 39 표 4-8. 읽기와 듣기의 동시 학습의 도움 유무와 이유 ·············· 40 표 4-9. 집중력 사전․사후 비교 ························································41 표 4-10. 집중력 주관식 문항 응답 결과 ······································· 42 표 4-11. 오디오북 활용과 흥미도 사전․사후 비교 ······················ 44 표 4-12. 오디오북과 흥미도 주관식 문항 응답 결과 ················· 44 표 4-13. 영어 흥미도 향상 사전․사후 비교 ···································46 표 4-14. 영어에 대한 관심 및 흥미도 주관식 응답 결과 ·········· 47 표 4-15. 동기 부여 사전․사후 비교 ··············································· 48 표 4-16. 소설 및 오디오 동시 사용 효과 주관식 응답 ··············· 49 | - |
| dc.language.iso | kor | - |
| dc.publisher | The Graduate School, Ajou University | - |
| dc.rights | 아주대학교 논문은 저작권에 의해 보호받습니다. | - |
| dc.title | 영어소설 독해와 오디오북 듣기의 동시 학습 효과 | - |
| dc.title.alternative | Lee You Me | - |
| dc.type | Thesis | - |
| dc.contributor.affiliation | 아주대학교 교육대학원 | - |
| dc.contributor.alternativeName | Lee You Me | - |
| dc.contributor.department | 교육대학원 영어교육 | - |
| dc.date.awarded | 2009. 2 | - |
| dc.description.degree | Master | - |
| dc.identifier.localId | 567448 | - |
| dc.identifier.url | http://dcoll.ajou.ac.kr:9080/dcollection/jsp/common/DcLoOrgPer.jsp?sItemId=000000009687 | - |
| dc.subject.keyword | 영어소설 독해 | - |
| dc.subject.keyword | 오디오북 | - |
| dc.subject.keyword | 학습 동기 부여 | - |
| dc.subject.keyword | 수업 집중도 향상 | - |
| dc.title.subtitle | 학습자들의 학습 동기 부여 및 수업 집중도 향상에 미치는 영향 | - |
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