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발음 연계 어휘 학습을 통한 중학생의 어휘 기억 신장 방안

Improving Middle School Students' Ability to Memorize Vocabulary through Pronunciation-related Vocabulary Learning

윤상돈|임병빈|안희성|안미숙
한국영어교과교육학회 (The Korea English Education Society)|2011.04|영어교과교육 (Journal of the Korea English Education Society)|제10권 제1호|pp. 193-220|DOI 10.18649/jkees.2011.10.1.193

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참고문헌

키워드

vocabulary learning/pronunciation/memory어휘 학습/발음/기억

초록

The purpose of this study is to examine the effect of pronunciation-related vocabulary learning on middle school students' ability to memorize vocabulary. For this study 24 students in the third grade were selected as subjects. They were divided into two even numbered groups. For the students in the experimental group, pronunciation-related vocabulary learning program was implemented while the activities for the students in the control group were less related to the pronunciation. Three tests were conducted. To verify the effectiveness of pronunciation-related vocabulary learning program for short-term memorization, two types of test were carried out before and after the experiment. Test 1 was based on word list 1 and test 2 on word list 2. And test 3 was administered three weeks after the experiment to find out the effectiveness of pronunciation-related vocabulary learning program for long-term memorization. The analysis of three tests suggested that the pronunciation-related vocabulary learning on middle school students' ability to memorize vocabulary proved to be remarkably positive on both short-term and long-term memorization.

Abstract

The purpose of this study is to examine the effect of pronunciation-related vocabulary learning on middle school students' ability to memorize vocabulary. For this study 24 students in the third grade were selected as subjects. They were divided into two even numbered groups. For the students in the experimental group, pronunciation-related vocabulary learning program was implemented while the activities for the students in the control group were less related to the pronunciation. Three tests were conducted. To verify the effectiveness of pronunciation-related vocabulary learning program for short-term memorization, two types of test were carried out before and after the experiment. Test 1 was based on word list 1 and test 2 on word list 2. And test 3 was administered three weeks after the experiment to find out the effectiveness of pronunciation-related vocabulary learning program for long-term memorization. The analysis of three tests suggested that the pronunciation-related vocabulary learning on middle school students' ability to memorize vocabulary proved to be remarkably positive on both short-term and long-term memorization.

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