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어휘 학습 전략 지도가 영어 어휘 능력 향상 및 태도에 미치는 영향

Effects of Vocabulary Learning Strategies Instruction on English Vocabulary Acquisition and Attitudes

원주연|성귀복
외국학연구소 (FOREIGN STUDIES INSTITUTE)|2014.06|외국학연구 (The Journal of Foreign Studies)|제28호|pp. 11-45|DOI 10.15755/jfs.2014..28.11

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키워드

어휘학습전략High School EnglishVocabulary AcquisitionVocabulary Learning StrategiesVocabulary Instruction어휘교수어휘습득고등학교영어하위권 학습자들Low-Level Students
주제분류기타인문학

초록

This study examines the effect of vocabulary learning strategies instruction on low-level high school students' vocabulary acquisition and attitudes in English class. Four groups of first-year high school students participated in the study for two months. The experimental groups were taught target vocabulary items using a variety of vocabulary learning strategies while the control groups received the traditional definition-based vocabulary instruction. The results showed that the experimental groups outperformed the control groups in both the short-term and the long-term vocabulary tests. In proficiency-based analysis, the higher level students in the experimental group yielded significantly higher scores in the short-term tests compared to those of the control groups but not in the long-term tests. The lower level students in the experimental group performed better on both short-term and the long-term tests. After the experiment there were changes in students’ preferred vocabulary learning strategy types. Their interests in studying vocabulary and perceptions towards the effects of vocabulary learning strategies grew. The results of this study highlight the importance of explicit strategy training in vocabulary teaching, especially for low-level students, in the secondary school English classroom.

Abstract

This study examines the effect of vocabulary learning strategies instruction on low-level high school students' vocabulary acquisition and attitudes in English class. Four groups of first-year high school students participated in the study for two months. The experimental groups were taught target vocabulary items using a variety of vocabulary learning strategies while the control groups received the traditional definition-based vocabulary instruction. The results showed that the experimental groups outperformed the control groups in both the short-term and the long-term vocabulary tests. In proficiency-based analysis, the higher level students in the experimental group yielded significantly higher scores in the short-term tests compared to those of the control groups but not in the long-term tests. The lower level students in the experimental group performed better on both short-term and the long-term tests. After the experiment there were changes in students’ preferred vocabulary learning strategy types. Their interests in studying vocabulary and perceptions towards the effects of vocabulary learning strategies grew. The results of this study highlight the importance of explicit strategy training in vocabulary teaching, especially for low-level students, in the secondary school English classroom.

참고문헌 (46)

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고등학생들의 어휘학습전략과 어휘능숙도 연구권혁빈, 심재우, 이희철대한영어영문학회 · 영어영문학연구2018 · 제44권 제2호Vocabulary Learning Strategies for Korean EFL Learners이은정대한영어영문학회 · 영어영문학연구2009 · 제35권 제1호한국 대학생의 어휘 학습책략 사용오희정팬코리아영어교육학회 · 영어교육연구2010 · 제22권 제2호한국 학생들의 영어 어휘 사용 능력 향상을 위한 어휘 지도 방안과 학습 책략김성연, 이상희팬코리아영어교육학회 · 영어교육연구2008 · 제20권 제4호중학생의 어휘 학습 전략 사용 연구김이은, 차경애외국어교육연구소 · 외국어교육연구2008 · 제22권 제1호한국인 중학생의 영어 어휘 학습 책략 연구최진, 마지현외국어교육연구소 · 외국어교육연구2018 · 제32권 제4호

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