중학생의 어휘 학습 전략 사용 연구
A Study of Korean Middle School Students' Vocabulary Learning Strategy Use
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초록
제2언어 습득이나 외국어 학습에 있어서 어휘 능력은 매우 중요한 요소이며 성공적인 학습을 위하여 어휘 학습 전략을 효율적으로 가르치는 일이 중요하다. 본 연구의 목적은 중학교의 4학급 학생 156명을 대상으로 하여 학습자들이 주로 어떠한 전략을 사용하는지, 또한 수준별로 집단 간 유의미한 차이를 나타내는 어휘 학습 전략 유형은 무엇인가를 조사하기 위하여 이루어졌으며 그 연구 결과는 첫째, 중학교 영어 학습자들은 결정 전략과 인지 전략을 가장 많이 사용한 것으로 나타났다. 둘째, 중학교 영어 학습자들을 수준별로 나누었을 때 상위 집단과 하위 집단 간에는 유의미한 차이가 있는 것으로 밝혀졌다. 즉 상위 집단이 하위 집단보다 결정 전략, 사회적 전략, 기억 전략, 상위 인지 전략을 더 많이 사용하는 것으로 나타났으며 이에 대한 교육적 시사를 논의하였다.
Abstract
Although vocabulary learning is an important goal in literacy and plays a central role in reading ability, there have been few studies conducted in a Korean context. This study examined Korean middle school students' vocabulary learning strategy use. The secondary purpose of this study was to explore the relationship between the strategy use and their proficiency levels. A total of 156 middle school students participated in this study and their vocabulary learning strategy use based on a modified version of Schmitt's(1997) taxonomy of vocabulary learning strategy was analysed. Two main findings of the study were that: (1) 'determination' strategy and 'cognitive' strategy among six categories were the most frequently used strategies; (2) groups divided by proficiency level differed significantly in their use of vocabulary strategy, i.e., higher level learners used ‘determination' strategy(from discovery strategy), and 'social,' 'memory,' and 'metacognitive' strategy(from consolidation strategy) more frequently than lower level learners. Pedagogical implications and directions for further research are suggested.
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