어휘제시유형이 초등영어학습자의 어휘학습에 미치는 영향

초록

The purpose of this study is to investigate an effective type of presenting vocabulary on elementary learners' vocabulary learning and retention. Eighty eight students in 6th-grade elementary school were divided into A, B and C groups according to the vocabulary presentation methods: (A) English words + Korean meanings, (B) English words + meanings + congruent pictures and (C) English words + meanings + congruent pictures + theme. The results of this study were as follows. First, according to the post-test result, there was no statistical significance among groups. Each different type of vocabulary presentation did not affect learners' short-term vocabulary learning. Second, according to the delayed post-test result, the effect of different types of presenting vocabulary did not reach statistical significance. There was a significant difference in the passive recall part, however, when it was analyzed in four types of knowledge of meaning. The group A with only English words + meanings got a higher score than group C with English words + meanings + congruent pictures + theme. Third, as for the effect of types of vocabulary presentation on learners' vocabulary learning and retention based on learners' level, there was statistical significance only in the retention of higher-level subjects. In conclusion, when the new vocabulary is presented on elementary learners, the types of presenting vocabulary do not have any effect on vocabulary learning.

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