EFL 상황에서 다독을 통한 소리내어 읽기전략이 어휘학습에 주는 영향 연구
The effects of reading aloud strategy in extensive reading on vocabulary learning in EFL context
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초록
본 연구의 목적은 ‘외국어로서의 영어교육’ 환경에서 ‘소리내어 읽기’를 통한 어휘학습의 의의를 규명하는데 있다. 이를 위해, 국내 대학생을 대상으로 소리내어 읽기를 통해 나타나는 어휘학습의 향상도를 16주에 걸쳐, 4회의 어휘테스트를 실시하여, 그 발전과정의 의의와 영어교육적 함의를 논의하였다. 실험결과, 실험자들은 그들의 어휘수준에 관계없이, 모두 어휘성적이 지속적으로 발전을 하였고, 특히 ‘소리내어 읽기’ 과정의 초반에 어휘학습에 큰영향을 받았다. 특히, 사전 테스트에서 어휘수준이 상대적으로 낮았던 학생들의 어휘점수가 어휘 수준이 더 높았던학생들에 비해 상대적으로 더 큰 향상을 이루었다. 또한, ‘소리내어 읽기’ 전략이 어휘학습에 미친 영향에 관한 인터뷰에서, 학습자들은 인지적·정의적 측면에서, ‘소리내어 읽기’ 전략이 어휘학습에 매우 긍정적으로 영향을 주었다는 것을 보여 주었다. 이 연구는 읽기 과정에서 음성언어를 통한 ‘소리내어 읽기’ 전략이 어휘습득 측면에서 효과적으로 영향을 줄 수 있음을 보여준다.
Abstract
The purpose of this study is to identify the vocabulary learning during reading-aloud in EFL context. This study explores the vocabulary learning strategies of college students in Korea and sheds light on the cognitive side of vocabulary learning by investigating the process of reading aloud as well. Before the experiment, pre-tests were administered for four students respectively. After that, they had read the reading materials they had chosen through read-aloud strategies for sixteen weeks. The participants were divided into two groups according to the vocabulary pre-test. Group A is relatively higher group than group B in vocabulary tests. The participants did not receive direct instruction from instructors. After sixteen weeks of this experiment, two groups were compared to each other to investigate the effects of reading-aloud strategy on vocabulary competence. The learners were provided the vocabulary tests every four weeks. The results in the study revealed that every participant in the experiments made a good progress irrespective of their vocabulary levels. In addition, lower group made significant progress in learning words when the reader used reading-aloud strategy. On the other hand, the higher group made slight progress in vocabulary learning. This study implied that the learners who had lower vocabulary competence had greater impacts on vocabulary acquisition during reading aloud.
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