어휘 집중 과업활동 수업이 초등영어 학습자의 어휘 능력과 어휘 학습 태도에 미치는 효과
The effects of English lessons with vocabulary focused task activities on elementary students’ vocabulary skills and learning attitudes
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The study aims to investigate how English classes based on vocabulary-focused task activities (VTA) affected vocabulary skills and vocabulary learning attitudes of elementary students. Fifteen lessons centering on VTA were taught to 75 fifth-grade students in three classes. The data included pre/post-vocabulary tests, pre/post-surveys about vocabulary learning attitudes, student interviews, and teacher journals. There were three main findings. First, significant improvements were found in vocabulary forms for advanced and intermediate students and in vocabulary meaning for all student proficiency levels. However, no significant change was found in vocabulary usage for any student level. Second, whereas advanced students showed no significant improvements in their interest, confidence, participation in, and motivation for vocabulary learning, intermediate and low-level students showed significant improvements in all of these areas except for confidence. Third, important vocabulary teaching and learning aspects were found: (1) the teacher had difficulties developing VTA and felt the need to diversify VTA; (2) The best ways to apply VTA varied according to students’ proficiency levels and the classroom learning environment; (3) students participated more in certain types of VTA than in others; (4) VTA expanded students’ vocabulary by encouraging autonomous learning. Implications for vocabulary teaching and learning for elementary students are discussed.
Abstract
The study aims to investigate how English classes based on vocabulary-focused task activities (VTA) affected vocabulary skills and vocabulary learning attitudes of elementary students. Fifteen lessons centering on VTA were taught to 75 fifth-grade students in three classes. The data included pre/post-vocabulary tests, pre/post-surveys about vocabulary learning attitudes, student interviews, and teacher journals. There were three main findings. First, significant improvements were found in vocabulary forms for advanced and intermediate students and in vocabulary meaning for all student proficiency levels. However, no significant change was found in vocabulary usage for any student level. Second, whereas advanced students showed no significant improvements in their interest, confidence, participation in, and motivation for vocabulary learning, intermediate and low-level students showed significant improvements in all of these areas except for confidence. Third, important vocabulary teaching and learning aspects were found: (1) the teacher had difficulties developing VTA and felt the need to diversify VTA; (2) The best ways to apply VTA varied according to students’ proficiency levels and the classroom learning environment; (3) students participated more in certain types of VTA than in others; (4) VTA expanded students’ vocabulary by encouraging autonomous learning. Implications for vocabulary teaching and learning for elementary students are discussed.
참고문헌 (25)
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