그림 영어 사전 만들기 활동을 통한 명시적 어휘 지도의 효율성 분석
A Study of Effectiveness of Explicit Vocabulary Teaching through Picture Dictionary Making Processes
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This study aimed to investigate the effects of explicit vocabulary teaching through making picture dictionaries on 3rd grade students' English vocabulary skills and interest levels. The research questions were, first, how effective is it to teach vocabulary explicitly through the process of making picture dictionaries, compared to teaching vocabulary implicitly through oral activities. Second, what impact does making picture dictionaries have on children's interest in learning English? Third, do the children remember vocabulary in a different way depending on how they learned words? The results indicated that the experimental group studying vocabulary explicitly showed greater improvement in their vocabulary skills than the control group being taught vocabulary through implicit instruction. However, there was no significant difference between the groups in their interest levels. Also, while the control group remembered vocabulary more in words than in pictures, the experimental group remembered in words and pictures evenly. Teaching implications and suggestions for further studies are also discussed.
Abstract
This study aimed to investigate the effects of explicit vocabulary teaching through making picture dictionaries on 3rd grade students' English vocabulary skills and interest levels. The research questions were, first, how effective is it to teach vocabulary explicitly through the process of making picture dictionaries, compared to teaching vocabulary implicitly through oral activities. Second, what impact does making picture dictionaries have on children's interest in learning English? Third, do the children remember vocabulary in a different way depending on how they learned words? The results indicated that the experimental group studying vocabulary explicitly showed greater improvement in their vocabulary skills than the control group being taught vocabulary through implicit instruction. However, there was no significant difference between the groups in their interest levels. Also, while the control group remembered vocabulary more in words than in pictures, the experimental group remembered in words and pictures evenly. Teaching implications and suggestions for further studies are also discussed.
참고문헌 (23)
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