내용 통합 텍스트 읽기를 위한 초등 영어 어휘 지도 전략에 대한 연구
A study of primary English vocabulary teaching strategies using content-based informational texts
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초록
This study investigated the effects of vocabulary teaching strategies while reading content-based informational text in primary English classes. Both quantitative and qualitative data were collected, and the data analysis yielded four major findings. First, the quantitative data analysis showed that there was no one particular strategy that fit all learning situations. However, from qualitative analysis, the study found that students Preferred application strategy to list strategy and could transfer inference strategy in learning words from other texts. Second, effective vocabulary teaching strategies were different according to the characteristics of the texts and types of words in the text. Third, there were different learning transfer effects according to word types. For example, there was significant learning transfer effect with compound and loan words,whereas less transfer effect with collocation. Last, there were learning differences according to students’ English level. Based on the conclusions, suggestions were made for follow-up studies.
Abstract
This study investigated the effects of vocabulary teaching strategies while reading content-based informational text in primary English classes. Both quantitative and qualitative data were collected, and the data analysis yielded four major findings. First, the quantitative data analysis showed that there was no one particular strategy that fit all learning situations. However, from qualitative analysis, the study found that students Preferred application strategy to list strategy and could transfer inference strategy in learning words from other texts. Second, effective vocabulary teaching strategies were different according to the characteristics of the texts and types of words in the text. Third, there were different learning transfer effects according to word types. For example, there was significant learning transfer effect with compound and loan words,whereas less transfer effect with collocation. Last, there were learning differences according to students’ English level. Based on the conclusions, suggestions were made for follow-up studies.
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