The Effects of Ecological English Language Learning on Changes in EFL Students' English Proficiency and Attitude
- 주제(키워드) Ecological English Language Learning , Classroom Ecology , Ecological Approach on Education
- 발행기관 고려대학교 교육대학원
- 지도교수 강유선
- 발행년도 2012
- 학위수여년월 2012. 8
- 학위구분 석사
- 학과 교육대학원 영어교육전공
- 원문페이지 73 p
- 실제URI http://www.dcollection.net/handler/korea/000000034407
- 본문언어 영어
- 제출원본 000045716821
초록/요약
Originally, the term ecosystem comes from biology, used to describe the populations living in a defined area and their interactions with each other and their shared environment. The academic study of ecosystems has been called as ecology (Vannucci, 1994; Kim, 2005). The term has also been used in sociology, psychology, and education, analyzing the elements and the relationship within each field for decades (Barker and Wright, 1954; Young, 1974; Bronfenbrenner, 1976, 1979; Gross, 2004). All the contexts of our lives may be thought of as elements of an ecosystem, interacting with others and with the environment. All of the living or nonliving components in any institution or organization can be compared to the biological features in an ecosystem. A classroom can be seen as an ecosystem, within which living components, such as the students, teachers and aides, and nonliving components are interdependent (Doyle, 1977; Sylverson, 2008). However, Buckelew (2010) points out “the autonomous and interdependent nature of humans and human ecosystems highlights the complexity of the human organisms in the educational setting.” Although the complexity of the interrelationship in a classroom ecosystem has been a serious impediment, it is necessary to understand how each factor of classroom ecology affects students’ learning. In recent decades, the attention on each separate factor in classroom ecology has been increasing continuously. The influence of teaching practices on secondary school students is typically studied in relation to academic achievement and motivational outcomes (Roeser, Eccles, & Sameroff, 2000). Also, peer influences on adolescents affect academic success (Berndt & Keefe, 1995). However, there are no studies which focus on the interrelationship between the learners and all the factors surrounding them, especially in EFL educational contexts. The purpose of the current study is, first, to propose a model for ecological English language learning, considering the framework of classroom ecology. Second, to examine the effect that the ecological approach has on English Language Learning contributes to and how it changes in students’ English proficiency, especially in receptive skills (e.g., listening, reading), and their attitude toward the English class. To empirically investigate the effect on the improvement of English proficiency, the CSAT scores were collected and analyzed. To explore the changes in attitude toward an English class the questionnaires were used twice. In the following sections I review research in support of the proposed model, specifically examining the ecological approach to education, classroom, and English language education.
more목차
1. INTRODUCTION 1
2. THEORETICAL BACKGROUND 3
2.1. What is Ecology? 3
2.2. Ecological Approach to Education 3
2.3. Classroom Ecology 7
2.4. Ecological English Language Learning 10
2.4.1. Collaborative Learning 12
2.4.2. Reflective learning 17
2.4.3. Considerations for Classroom Community 21
3. RESEARCH QUESTIONS 25
4. METHOD 25
4.1. Participants 25
4.2. Procedure 27
4.3. Setting 29
4.4. Measure 32
5. RESULTS 35
5.1. Changes in English Proficiency 35
5.2. Changes in Learners’ Attitude toward English Class 38
6. DISCUSSION 48
7. LIMITATIONS and IMPLICATIONS 50
REFERENCES 53
APPENDIX A 60
APPENDIX B 61
APPENDIX C 63
