초등학생의 영어 어휘학습전략 사용 양상
A Study of Korean Elementary School Students’ Usage of English Vocabulary Learning Strategies
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This study investigated the use of English vocabulary learning strategies by Korean elementary school students based on their proficiency level. The purpose of this study was to help elementary school students having difficulty learning English due to the burden of memorizing vocabulary through the use of vocabulary learning strategies. For data collection, the vocabulary learning strategies survey, which consisted of 24 questions, was administered to 69 elementary school students in Gyeonggi province. The results showed that discovery strategies were more prevalent than consolidation strategies. In the sub-construct of discovery strategies, determination strategies were mainly used; in the sub-construct of consolidation strategies, meta-cognitive strategies and cognitive strategies were found to be dominant. Finally, there was a significant statistical difference in the usages of vocabulary learning strategies between upper and lower level students. Those in the upper level had higher average scores for all the vocabulary learning strategies than those in the lower level group. The results suggest the necessity for vocabulary learning strategies, as well as that the instructor should teach a variety of vocabulary learning strategies to ensure student success.
Abstract
This study investigated the use of English vocabulary learning strategies by Korean elementary school students based on their proficiency level. The purpose of this study was to help elementary school students having difficulty learning English due to the burden of memorizing vocabulary through the use of vocabulary learning strategies. For data collection, the vocabulary learning strategies survey, which consisted of 24 questions, was administered to 69 elementary school students in Gyeonggi province. The results showed that discovery strategies were more prevalent than consolidation strategies. In the sub-construct of discovery strategies, determination strategies were mainly used; in the sub-construct of consolidation strategies, meta-cognitive strategies and cognitive strategies were found to be dominant. Finally, there was a significant statistical difference in the usages of vocabulary learning strategies between upper and lower level students. Those in the upper level had higher average scores for all the vocabulary learning strategies than those in the lower level group. The results suggest the necessity for vocabulary learning strategies, as well as that the instructor should teach a variety of vocabulary learning strategies to ensure student success.
참고문헌 (25)
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