중학생의 외래어 인식에 나타난 초등영어 교육의 영향

The effect of primary school English education on secondary school students' identification of English loanwords.

The aim of the present study is to investigate how the ability to identify audio and visual loanwords differs over time. The subjects were 609 learners in first, second and third grades at three different secondary schools in Kyonggi province in Korea The learners were tested on audio and visual identification of 32 loanwords and 16 non-loanwords. The results showed that the second and third graders identified more visual loanwords than the first graders. Interestingly, when identifying audio loanwords, the second graders, who had received English education from the third grade in primary school, did significantly better than the third graders, who started learning English during the secondary school. No significant effects of different schools or gender were found. The results may be explained by the effects of focusing on listening and speaking in the primary school in Korea The results suggest that teachers should provide balanced opportunities for learners to develope their loanword inferencing skills in both visual and audio aspects both, especially for Korean secondary level learners of English.