어휘제시 유형이 유아 영어 학습자의 어휘 학습에 미치는 영향

초록

The purpose of this study is to investigate the effects of presenting English vocabulary presentation types on young EFL learners in Korea. A total of 38 six-year-old children participated in the study. The children were divided into two groups: Group 1 students were presented with randomly listed words, while Group 2 participants studied words in thematic groups and engaged in activities such as grouping words. Pre- and post-tests were administered, followed by a delayed post-test two weeks later. The data were analyzed using two-way repeated measures ANOVA with SPSS 29.0 statistical program. The results of this study are as follows: First, there was no significant difference in vocabulary learning between the group in which early childhood learners learned English words by grouping them into theme-related word clusters (Group 2) and the group in which they learned the words randomly(Group 1). Second, it was demonstrated that there were differences in the learners’ memory for vocabulary over time. Third, the group that learned vocabulary with grouping words demonstrated significant differences in the post-test active recognition test items. With regard to the delayed post-test there were significant differences in active recognition and active recall.

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