초등 영어 어휘 학습 성취기준의 필요성에 대한 연구 : 초등학교 4학년 영어 검정교과서 분석을 중심으로
Need for the standard of achievement for vocabulary learning in the primary English national curriculum
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참고문헌
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The purpose of this study is to investigate how new words are presented in the reading section in the 14 kinds of authorized textbooks for 4th graders. Since textbooks are a key component in most language programs, they serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. Therefore, the words presented in the reading section will be the target ones for students to learn. Learning a word must be an incremental process, as the various types of word knowledge are mastered at different rates. Since all of the aspects of the word knowledge cannot be learned on the initial meeting, one reasonable way to start is to focus on the meaning and the form aspects of a word at first. On the basis of that, the words in a reading section provide an opportunity for students to get to know the form and the meaning of words and the link between the two. The analysis of the 14 kinds of authorized textbooks reveals that less than half of new words are presented their own written form and meaning. Under the strong influence of CLT, it seems that words are taken care of itself. However, it is high time to focus on learning words in the primary English education. For this, there needs to be the standard of achievement of vocabulary in the primary English national curriculum and words should be taken care of with a full of attention.
Abstract
The purpose of this study is to investigate how new words are presented in the reading section in the 14 kinds of authorized textbooks for 4th graders. Since textbooks are a key component in most language programs, they serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. Therefore, the words presented in the reading section will be the target ones for students to learn. Learning a word must be an incremental process, as the various types of word knowledge are mastered at different rates. Since all of the aspects of the word knowledge cannot be learned on the initial meeting, one reasonable way to start is to focus on the meaning and the form aspects of a word at first. On the basis of that, the words in a reading section provide an opportunity for students to get to know the form and the meaning of words and the link between the two. The analysis of the 14 kinds of authorized textbooks reveals that less than half of new words are presented their own written form and meaning. Under the strong influence of CLT, it seems that words are taken care of itself. However, it is high time to focus on learning words in the primary English education. For this, there needs to be the standard of achievement of vocabulary in the primary English national curriculum and words should be taken care of with a full of attention.
참고문헌 (35)
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