어휘 학습전략을 활용한 영어 동화 수준별 수업이 초등학생의 영어 읽기 능력에 미치는 영향

• 발행기관: 한국초등영어교육학회
• 저자명: 하수지(Ha Su Ji) 박기화(Park Ki Hwa)
• 간행물 정보: 『초등영어교육』제23권 2호, 143~169쪽, 전체 27쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2017.06.30

영문 초록

The purpose of this study is to investigate the effects of level-differentiated vocabulary instruction in storytelling, focused on consolidation strategies, especially memory and cognitive strategies, on reading abilities of elementary English learners. For the purpose, the experiment was carried out on one experimental group of 25 fourth graders for 14 weeks. Four English stories and vocabularies were selected and instructed to both the advanced and the lower-level group. The results show that 1) the instruction of memory and cognitive strategies for vocabulary learning affected positively for students, especially for lower-level group. 2) After vocabulary lessons without translating stories or additional grammar lessons to analyse sentences, the reading comprehension of both groups increased meaningfully, especially the lower-level group showed higher improvement. 3) The advanced group used strategies that they applied to vocabulary learning for themselves more and the lower-level group used strategies related to repetitive learning more. There was no big difference between two groups on strategy preference but on the frequency and skillful use of strategies. 4) The experimental treat affected the affective domains for vocabulary learning positively.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법 및 절차

Ⅳ. 연구의 실제

Ⅴ. 결과 분석 및 논의

Ⅵ. 결론 및 제언

참고문헌

키워드

인지전략 기억전략 수준별 어휘학습 cognitive strategies memory strategies level-differentiated vocabulary learning