초등학생의 영어 연어(collocation)활용과 문자언어학습 및 영어학습태도

• 영문명: Elementary students’ Use of English collocation and Its Influence on Written Language Learning and Learning Attitudes
• 발행기관: 한국외국어대학교 영미연구소
• 저자명: 임은(Eun Lim) 이길영(Kilryoung Lee)
• 간행물 정보: 『영미연구』제26집, 259~283쪽, 전체 25쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2012.06.30

영문 초록

The purpose of this experimental study is to examine effects of teaching vocabulary using collocations on written language learning and learning attitudes such as interest and self-confidence. For this study, 115 students of four classes in the sixth grade of an elementary school in a metropolitan city were chosen randomly based on the pre-reading and writing test, and pre-affective domain questionnaire. The participants were divided into two groups. The experimental group consisted of 56 students while the control group consisted of 59 students. The classroom experiment was conducted over a course of 12 weeks for a total of four lessons and 24 class periods. Firstly, collocation lists specific to each chapter were developed based on the suggested vocabulary list from the 2008 revised English curriculum in Korea. In order to learn vocabulary, the experimental group was taught using a collection of collocation-related activities, while the control group was taught using the traditional vocabulary method in which the focus is on the individual word. To verify the effectiveness of the experimental treatment on learners’ written language ability, post-reading and writing test results between the experimental group and control group were conducted and compared. In addition, two (pre- and post-) questionnaires for the affective domain were compared between the two groups. The results of the reading and writing achievement test and questionnaires yield the following major findings: Firstly, using collocations in vocabulary teaching showed a positive influence on English writing ability in the post- reading and writing test. The test showed that even though there was no significant difference between the experimental group and the control group in reading score, significant improvement in writing skill of the experimental group resulted from collocation-oriented vocabulary teaching. Secondly, questionnaire results showed that teaching vocabulary using collocations had no effect on the learners’ interest and self-confidence in English learning. There were no significant differences between the pre questionnaire and the post questionnaire between the two groups. Thirdly, the experiment showed that the control group students who were only exposed to the traditional method of vocabulary teaching, which focuses on the individual word and spelling, lost their interests in English learning during the course of 12 weeks. When compared to the results of the pre and post questionnaires of the experimental group, it is shown that the control group lost in English learning while the experimental group maintained interest. The results of this study suggest that vocabulary teaching using collocations seems effective in improving writing ability in elementary school students and it is expected to have progressive influence on learners’ learning attitudes such as interest and self-confidence in learning English. In conclusion, using collocations in vocabulary teaching effectively improved written language learning. In addition, self-confidence and interest in the English language are expected to improve over a long period of time. Based on the findings of this study, teaching vocabulary through the use of collocations should be widely introduced and implemented in English language classrooms. By providing teachers with specific training on the scientific method and guidance on how to effectively use materials suited to the collocation method, students’ written language ability will improve and overall interest and self-confidence in English will be positively influenced.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 결과 분석 및 논의

Ⅴ. 결론 및 제언

참고문헌

키워드

연어 어휘 문자언어학습 collocation vocabulary written language learning