읽기와 쓰기 활동이 중학생의 수용적·생산적 영어 어휘 지식 습득에 미치는 영향

• 영문명: The effect of reading and writing tasks on middle school students' receptive and productive vocabulary acquisition.
• 발행기관: 한국영어어문교육학회
• 저자명: 김은아(Kim, Eun-A) 윤현숙(Yoon, Hyunsook)
• 간행물 정보: 『영어어문교육』영어어문교육 제21권 제4호, 151~171쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.12.30

영문 초록

The purpose of this study is to investigate the relative effectiveness of reading and writing in the acquisition and retention of L2 vocabulary knowledge by Korean middle school students. Unlike the previous studies which focused mainly on a part of vocabulary knowledge, the study intended to measure three aspects (i.e., form, meaning, and use) of receptive and productive vocabulary knowledge in the immediate and delayed retention. A two-week long experiment was conducted to compare the effect of two activities on vocabulary knowledge. The participants were administered a pretest, two immediate posttests, and a delayed posttest. The results showed that the reading activity was effective in receptive knowledge, and the writing activity was effective in productive knowledge. On the other hand, the reading activity was more successful in acquiring the form and meaning of receptive knowledge while the writing group had higher scores in acquiring the form, meaning, and use of productive knowledge in the long- term acquisition. The study suggests that the writing activity can be more efficient than the reading activity in learning and maintaining the various aspects of vocabulary knowledge.

목차

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 결론 및 제언

키워드

vocabulary acquisition receptive vocabulary knowledge productive vocabulary knowledge 어휘 습득 수용적 어휘 지식 생산적 어휘 지식