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형태론 중재가 학령기 학생들의 영어 문식성 성취에 미치는 영향: 메타분석

The Effect of Morphological Interventions on Literacy Achievement in English Literacy in School-Age Students: A Meta-Analysis

강혜경
글로벌교육연구학회 (Global Studeis Education Association)|2022.03|글로벌교육연구 (Global Studies Education)|제14권 제1호|pp. 71-109|DOI http://dx.doi.org/10.19037/agse.14.1.03

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중재훈련interventiontraining교수형태론morphologyinstructionmorphological awareness형태학 인식
주제분류교육학

초록

이 연구는 영어를 사용하는 학생들의 문식성 성취결과에 중요한 예측변인이되는 형태론 중재의 영향력을 조사하기 위하여 2000∼2019년까지 형태론 중재연구 문헌을 수집하여 분석하였다. 학령기 1-12학년까지 다양한 학년과 학생들이포함된 형태론 중재 논문 27편을 최종 선정하여 형태론 중재의 효과크기와 하위집단의 조절 효과를 알아보기 위해서 메타분석을 하였다. 분석 대상 27편 논문에서 산출한 연구자료 326개의 효과크기는 .720 (.640.∼.800)로 중간 범위로 나타났다. 그리고 형태론 중재유형 4개 집단 중 단일 형태론인식의 효과가 가장 크며(1,686), 형태론+읽기/쓰기 (.651), 형태론+언어인식 (.626), 형태론+어휘 (.266) 순으로 효과를 나타냈다. 중재 목표 영역별 성취결과의 효과크기를 살펴보면, 단어읽기 1.253, 형태론 인식 .965, 어휘 .625, 철자 .542, 읽기이해 .217, 쓰기 .167로 나타났다. 형태론 중재 연구자료 326개의 효과크기는 학령기 학생들의 문식성 성취결과에 긍정적인 경향성을 시사한다. 이러한 결과는 형태소가 발달한 한글 문식성 성취에 어려움을 겪는 학생들에게 중요한 교수 요소로 영향을 미칠 수 있다. 또, 한글 문장교수에서 단어의 역할과 기능에 따라 문법적으로 적절한 단어를 사용할 수 있도록 형태론 내용을 포함하는 것을 고려할 수 있다. 그리고 영어 문식성 성취에 대한 형태론 중재의 효과성을 기초로 하여 한글에 형태론 중재를 적용하는 후속연구의 필요성을 제시한다

Abstract

This study collected and analyzed the literature on morphology intervention research from 2000 to 2019 in order to investigate the influence of morphological interventions, which are important predictors on literacy achievement outcomes for English-speaking students. 27 morphology intervention papers including school-age students from grades 1-12 were finally selected and meta-analyzed to find out the effect size of morphology intervention and the moderating effect of subgroups. The effect size of 326 research data calculated from the analysis target paper was .720 (.640.~.800), indicating an intermediate range. And among the four types of morphology intervention types, single morphology awareness had the greatest effect (1,686), followed by morphology + reading/writing (.651), morphology + linguistic awareness (.626), and morphology + vocabulary (.266). Examining the effect size of the achievement results for each intervention target area, it was found to be word reading 1.253, morphology awareness .965, vocabulary .625, spelling .542, reading comprehension .217, and writing .167. The effect size of 326 morphology intervention research data suggests a positive trend in the literacy achievement results of school-age students. These results can affect students who have difficulties in achieving Hangeul literacy with developed morphemes as an important instruction elements. In addition, it may be considered to include morphological content so that grammatically appropriate words can be used according to the roles and functions of words in Korean sentence instruction. And, based on this study, we propose the necessity of morphological interventions for application to Hangeul.

참고문헌 (47)

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관련 논문AI추천

형태소인식의 한국어와 영어 간 전이와 읽기 쓰기와의 관계김상미, 김지연, 조증열한국심리학회 산하 한국발달심리학회 · 한국심리학회지: 발달2015 · 제28권 제2호유치원 아동의 형태소인식과 한글 읽기 및 쓰기와의 관계김기예, 김봉희, 조증열한국심리학회 산하 한국발달심리학회 · 한국심리학회지: 발달2021 · 제34권 제4호Morphological awareness in reading comprehension:A secondary analysis배한숙팬코리아영어교육학회 · 영어교육연구2016 · 제28권 제3호The Value of Explicit Morphological Instruction over Traditional Paper-based Morphological Instruction오웬 데일리, 윤상돈한국영어영문학회 · 영어영문학2015 · 제20권 제4호학습부진 및 학습장애 학생 대상 철자 관련 교수의 효과: 국내 단일대상연구의 메타분석김동일, 임진형한국특수아동학회 · 특수아동교육연구2021 · 제23권 제1호Role of Morphological Awareness and Morphological Processing in Korean Secondary School Students’ English- Vocabulary Knowledge and Reading Comprehension김은주한국영어교육학회 · 영어교육2019 · 제74권 제2호

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