연어를 활용한 어휘지도가 초등학생의 영어 읽기 및 쓰기 능력에 미치는 영향
The effects of collocation-based vocabulary teaching on elementary students’ reading and writing ability
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The purpose of this study is to examine the effects of collocation-based vocabulary teaching on elementary students’ reading and writing ability. The study involved 113 students in four fourth grade classes in an elementary school. The participants were divided into two groups, an experimental group and a control group. The former consisted of 58 students and the latter consisted of 55 students. The classroom experiment was conducted over the course of 10 weeks for a total of two lessons and 20 class periods. The results of this study are as follows: First, collocation-based vocabulary teaching had a positive influence on the students’ English reading ability with a significant improvement in reading comprehension and vocabulary test scores. Second, collocation-based vocabulary teaching had a positive influence on the students’ English writing ability with a great improvement in their scores on the writing part where they were supposed to insert the correct word of a collocational expression in a blank. Third, collocation-based vocabulary teaching had no effect on the students’ interest in English. There were no significant differences between the pre-questionnaire and the post-questionnaire of the two groups. However, the experimental group had a significant difference in the first question on the questionnaire regarding whether they were having fun studying English. The results of this study indicate that teaching vocabulary through the use of collocations should be widely applied and introduced in the English language classroom by developing teaching and learning materials, models of instruction, and new methods that use the collocational approach for learning English.
Abstract
The purpose of this study is to examine the effects of collocation-based vocabulary teaching on elementary students’ reading and writing ability. The study involved 113 students in four fourth grade classes in an elementary school. The participants were divided into two groups, an experimental group and a control group. The former consisted of 58 students and the latter consisted of 55 students. The classroom experiment was conducted over the course of 10 weeks for a total of two lessons and 20 class periods. The results of this study are as follows: First, collocation-based vocabulary teaching had a positive influence on the students’ English reading ability with a significant improvement in reading comprehension and vocabulary test scores. Second, collocation-based vocabulary teaching had a positive influence on the students’ English writing ability with a great improvement in their scores on the writing part where they were supposed to insert the correct word of a collocational expression in a blank. Third, collocation-based vocabulary teaching had no effect on the students’ interest in English. There were no significant differences between the pre-questionnaire and the post-questionnaire of the two groups. However, the experimental group had a significant difference in the first question on the questionnaire regarding whether they were having fun studying English. The results of this study indicate that teaching vocabulary through the use of collocations should be widely applied and introduced in the English language classroom by developing teaching and learning materials, models of instruction, and new methods that use the collocational approach for learning English.
참고문헌 (26)
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