스토리텔링과 플래시 카드를 활용한 어휘 학습의 효과 비교연구
The comparison study of the effect of vocabulary instruction using storytelling and flash cards
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The purpose of this experimental study is to investigate the effect of different vocabulary teaching methods on the English vocabulary acquisition of Korean primary students. For the purpose, an experiment was conducted on two second grade classes of 60 students of a school in Suwon. The experimental group was given vocabulary instruction using storytelling and the control group, using flash cards. Vocabulary tests of two different types and questionnaires were used to collect the data and independent samples t-test and paired t-test were used to analyzed the data. The results of the study were as follows: First, although both approaches to teaching vocabulary, using storytelling and using flash cards, were effective to enhance primary students’ vocabulary knowledge, the vocabulary instruction using storytelling was more effective to enhance students’ vocabulary acquisition. Second, the vocabulary instruction using storytelling allowed students to retain more words for longer period of time. Third, both instructional approaches enhanced students’ interest in learning English.
Abstract
The purpose of this experimental study is to investigate the effect of different vocabulary teaching methods on the English vocabulary acquisition of Korean primary students. For the purpose, an experiment was conducted on two second grade classes of 60 students of a school in Suwon. The experimental group was given vocabulary instruction using storytelling and the control group, using flash cards. Vocabulary tests of two different types and questionnaires were used to collect the data and independent samples t-test and paired t-test were used to analyzed the data. The results of the study were as follows: First, although both approaches to teaching vocabulary, using storytelling and using flash cards, were effective to enhance primary students’ vocabulary knowledge, the vocabulary instruction using storytelling was more effective to enhance students’ vocabulary acquisition. Second, the vocabulary instruction using storytelling allowed students to retain more words for longer period of time. Third, both instructional approaches enhanced students’ interest in learning English.
참고문헌 (49)
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