초등학교 영어 학습자의 어휘력, 흥미도 및 자신감 향상을 위한 암시적/명시적 어휘 지도와 그 결과

The Effects of Implicit and Explicit Teaching on Improving the English Learner"s Vocabulary Ability, Interest, and Self-confidence in Elementary  School

  The purpose of this experimental study is to investigate the appropriate way to teach English vocabulary to Korean elementary students using implicit and explicit approaches. For the purpose, the experiment was conducted on two sixth grade classes. These two homogeneous classes were selected and each of them was divided into two levels(upper/ lower) based on the scores of a vocabulary test and an affective domain questionnaire. Then, one of the classes was instructed to learn vocabulary implicitly and the other explicitly. To analyze the effects of experimental treatment, three vocabulary tests(pre-post-delayed) and one self-evaluation task were administered for the cognitive domain and one questionnaire(pre-post) and one free-answer survey for the affective domain. The findings were as follows: In the cognitive domain, both the implicit and the explicit methods strongly influenced learners" improvement in vocabulary ability. However, the implicit and the explicit methods, unfortunately did not demonstrate any significant difference between the two groups in terms of vocabulary ability. In the affective domain, the implicit methods did not prove to encourage learners" interest and self-confidence as expected, whereas the explicit methods did encourage learners in having much greater self-confidence compared to prior to the experiment.