연어 중심 어휘 지도가 유아의 말하기 능력에 미치는 효과
The effects of collocation-based vocabulary teaching on kindergarteners’ speaking ability
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The purpose of this study was to investigate the effects of the collocational approach on improving the speaking ability of kindergarteners. Specifically,this study compares the effectiveness of collocation learning to an individual word memorization as a way to improve speaking abilities. Surveys measuring speaking ability, listening comprehension and interest were administered after five weeks of treatment to identify differences in effectiveness between the two methods. The results of this study are as follows. First, collocational learning has more influence on the improvement of learners’ speaking ability. This shows that learning a variety of collocations is more effective for speaking than learning individual vocabulary words. Second, collocational learning has a greater positive influence on improving learners’ listening comprehension. The study reveals the collocational approach is more effective as kindergartners expressed their understanding through role-playing, drawing pictures, and other expressive activities. Third, collocational learning enhanced students’ interest in English. Thus, collocational lesson plans with visual,physical, aural and verbal activities seem to motivate kindergarteners to be more interested in English. In spite of time limitations, overall, this study implies that the collocational approach is more effective in improving kindergarteners’ speaking, listening comprehension, and interest in learning English.
Abstract
The purpose of this study was to investigate the effects of the collocational approach on improving the speaking ability of kindergarteners. Specifically,this study compares the effectiveness of collocation learning to an individual word memorization as a way to improve speaking abilities. Surveys measuring speaking ability, listening comprehension and interest were administered after five weeks of treatment to identify differences in effectiveness between the two methods. The results of this study are as follows. First, collocational learning has more influence on the improvement of learners’ speaking ability. This shows that learning a variety of collocations is more effective for speaking than learning individual vocabulary words. Second, collocational learning has a greater positive influence on improving learners’ listening comprehension. The study reveals the collocational approach is more effective as kindergartners expressed their understanding through role-playing, drawing pictures, and other expressive activities. Third, collocational learning enhanced students’ interest in English. Thus, collocational lesson plans with visual,physical, aural and verbal activities seem to motivate kindergarteners to be more interested in English. In spite of time limitations, overall, this study implies that the collocational approach is more effective in improving kindergarteners’ speaking, listening comprehension, and interest in learning English.
참고문헌 (33)
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