2015 개정 중학 영어 교과서 어휘 활동에 나타난 인지 처리 유형

• 영문명: Types of cognitive processes in vocabulary learning activities in the 2015 revised middle school English textbooks
• 발행기관: 한국외국어교육학회
• 저자명: 박국정(Park, KookJeong)
• 간행물 정보: 『Foreign Languages Education』Vol.28 No.4, 105~129쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2021.12.31

영문 초록

This study aims to analyze the types of cognitive process required to perform vocabulary learning activities in Middle School English textbooks. For this purpose, 26 middle school English textbooks were examined, including 13 for the first year and another 13 for the second year of middle school. The results indicated that vocabulary learning activities emerged in the phase of reading, and then were categorized into pre-reading vocabulary activities and post-reading ones. Eight types of cognitive process emerged in the pre-reading phase and three types in the post-reading phase. That is, the number of vocabulary activities in pre-reading phase was larger than that in the post-reading phase. In addition, the diversity of vocabulary activities in the pre-reading phase was higher than that in the post-reading phase. Based on these results, this study suggests a new model of vocabulary learning activity in middle school English textbooks. A few implications on how to teach new words in English classrooms are discussed.

목차

I. 서론

II. 문헌 및 선행연구

III. 연구의 내용 및 방법

IV. 결과 및 논의

V. 결론

참고문헌

키워드

영어 교과서 어휘 활동 인지적 처리 유형 어휘 활동 인지 처리 모형 English textbook vocabulary activity cognitive process cognitive processing model of vocabulary activities