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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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SUMMARY 4

I. 서론 7

1.1. 연구의 필요성 및 목적 7

1.2. 선행연구 9

1.3. 연구의 범위 및 제한점 11

II. 본론 12

2.1. 이론적 배경 12

2.1.1. 문법 교육 12

1) 외국어 습득에서 문법 교육의 역할 12

2) 문법 교수의 유형 15

3) 문형 교육 17

2.1.2. 외국어 습득에서 학습동기가 미치는 영향 23

1) 학습동기와 성취도와의 관계 24

2) 학습태도와 성취도 25

2.1.3. 실제 자료(authentic materials)로서의 광고 26

1) 실제 자료의 교육적 역할 26

2) 영어 교육 매체로서의 광고 28

3) 문법 교육에서의 광고 활용 34

4) 광고 선정 기준 36

2.2. 연구방법 37

2.2.1. 수업 계획 37

2.2.2. 광고를 활용한 학습 지도안 40

2.2.3. 설문조사 결과 및 분석 48

III. 결론 및 제언 56

참고문헌 60

부록 64

(부록-1) 설문지 실험 전 64

(부록-2) 설문지 실험 후 65

(부록-3(1)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("Dirt Goes. Color Stays.") 66

(부록-3(2)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("Life is short. Play more.") 66

(부록-3(3)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("The End Is Near") 67

(부록-3(4)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("Life Takes Visa") 67

(부록-3(5)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("Kill the Cough") 68

(부록-3(6)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 (네 광고의 공통점 찾기) 69

(부록-3(7)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("놀라운 서비스가 시작됩니다") 70

(부록-3(8)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("엄마는 가장 좋은 선생님입니다") 70

(부록-3(9)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("여보, TV끄고 자자") 70

(부록-3(10)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("Give my hair the power to dazzle them all") 71

(부록-3(11)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 (Give mum a break with KFC Mum' night off bucket) 71

(부록-3(12)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 (같은 소재 나라별 다른 광고 1) 72

(부록-3(13)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 (같은 소재 나라별 다른 광고 2) 73

(부록-3(14)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("대한민국사람 모두에게 이 상을 드립니다.") 74

(부록-3(15)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("나영이를 주세요") 74

(부록-3(16)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("Keeps Cookis Fresh.") 75

(부록-3(17)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("Make the Moment Golden") 75

(부록-3(18)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("당신의 마음이 내 마음을 웃게합니다.") 76

(부록-3(19)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("진주.. 그녀를 더 빛나게 하다.") 76

(부록-3(20)) 광고를 활용한 문형 지도안에 사용된 광고 캡쳐 ("무지개가 나를 행복하게 한다.") 76

(부록-4) 광고 대본 및 문화설명 77

(부록-5) 설문결과 84

초록보기

The ultimate purpose of English education is to have learners acquire communicative competence, which includes not only fluency but also accuracy. As the seventh curriculum focuses on improving learner's autonomy and creativity, it aims at balanced development in communicative competence, fluency and accuracy and has had an emphasis on teaching grammar. However, it is still true that traditional teacher-centered grammar teaching still accounts for most parts of the class in the real classroom. In addition, monotonous and passive grammar teaching with only explanation and memorization has caused learners to think that grammar learning is boring and useless in English rather than that the acquisition of grammar helps to improve communicative competence. This means that learners have had less and less interest in grammar even though they admit that grammar is important. Therefore, to teach grammar more effectively, it is very important to encourage learners to be motivated and interested in learning grammar, which has been thought to be boring and difficult to learn.

It is shown in the seventh curriculum that it is necessary to maximize learning experiences and activities to improve both fluency and accuracy. To do this, the seventh curriculum emphasizes that the tasks and activities introduced to the classroom should be similar to real communication or real communication situations. In this situation, the use of a variety of advertisements which are believed to be learner-centered learning materials and to keep learners more motivated and interested in learning English suggests that they can be the new way to teach grammar. To make the most of the advertisements, teachers should use various learning materials to enable learners to perform the tasks and learn grammar naturally through many different activities in the classroom.

Therefore, by developing the way of teaching grammar, especially sentence patterns - the main frames in sharing the structural meaning - and then applying this method to the class, this study has examined how grammar teaching using the advertisements in which most of the middle school students showed an interest affects learners' affective aspect. To examine it, the survey was carried out before and after the grammar class using the advertisements.

The results of this study are as follows:

Firstly, when the changes in the learners' affective attitude to English grammar and English learning are analyzed, it is shown that grammar teaching using the advertisements has a positive effect on learners' interest in English grammar and encourages and motivates learners to study English. Secondly, the results of the analysis of deep survey after class using the advertisements are that learners have come to have more interest in grammar through the class using the advertisements and, above all, they have come to recognize why learn grammar and they have shown a positive response to the grammar class using the advertisements because they feel that they can approach and learn grammar more easily. Thirdly, according to observation of the learners in class using the advertisements, the learners tend to take the class more actively and come to have stronger motivation to learn grammar.

These results imply that by teaching grammar using the advertisements, it is possible to shift from teacher-centered grammar teaching to learner-centered grammar learning and above all, the advertisements could be effective learning materials in the grammar class with the advertisements because they motivate and interest learners. Therefore the grammar class using the advertisements needs to be examined in real classes positively. When the advertisements are selected and used in classes, a thorough analysis of educational purpose, learners' interest and English level and learning objective should be prerequisite and then the advertisements will be wonderful learning materials. Also, for the advertisements to be used as an integrated learning material as thoroughly as possible, it will be necessary to develop a variety of activities to combine reading, writing, listening and speaking and this being accomplished it is anticipated that the advertisements will help to improve communicative competence which is the ultimate goal of English education.

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