초등학생의 어휘 학습에서 말하기와 쓰기 활동 효과 비교
A comparison of speaking and writing activities’ effectiveness on vocabulary learning in primary school English classrooms.
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초록
본 연구의 목적은 초등학생의 어휘 학습에서 어휘 확장 지도 이론에 바탕을 두고 말하기 활동과 쓰기 활동의 효과를 비교 분석한 것이다. 두 집단을 대상으로 실험한 결과, 쓰기 활동이 말하기 활동에 비해 어휘 학습 효과가 큰 것으로 나타났다. 그러나 장기적으로는 두 집단 모두 어휘 학습 효과가 감소하는 것으로 나타났다. 그럼에도 불구하고 쓰기 활동의 장기 기억력이 다소 높았다. 수준별로 차이를 분석한 결과, 쓰기 활동은 상위 및 하위 학습자 모두에게 효과적이었으며, 특히 하위 학습자에게 쓰기 학습 효과가 컸다. 장기적으로는 상, 하위 수준 모두 어휘 소실이 있었으나 하위 수준의 어휘 소실이 더 컸다. 연구 결과를 바탕으로 초등영어 어휘 학습을 위한 시사점을 제시하였다.
Abstract
The purpose of the current study was to examine the effects of speaking- and writing-focused activities on vocabulary learning. For this research, 92 sixth-graders were sampled as participants, and divided into two groups. Group A was taught by speaking-focused activities and group B by writing-focused ones. After the experiment, vocabulary tests were administered. T-tests, two-way ANOVAs and post hoc tests were utilized for the statistical analysis. The major findings are as follows. First, writing group students showed significant progress of their vocabulary knowledge as compared to the speaking group. Second, all the level students who had participated in the writing activities exhibited considerable achievements in their knowledge of target words. Third, there was a meaningful difference between the high- and the low-level students for maintaining their vocabulary knowledge after four weeks. However, the low-level students rapidly lost their achievements. Based on the results of this study, pedagogical ideas for better vocabulary instructions were suggested.
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