어휘 책략과 영어 독해 지도

On vocabulary strategies and teaching English reading comprehension

  This study consisted of two parts: One was an two-way investigation into the type and its frequency of vocabulary strategies presented in the nine-year College Scholastic Ability Tests and Longman TOEFL Tests and into the survey responses to the on-the-spot vocabulary strategy instruction by English teachers in order to examine the most frequent types of vocabulary strategies and to compare the analyzed result with the surveyed responses. The other was an longitudinal experiment with vocabulary strategy instruction in order to present the EFL English teachers with the guideline of vocabulary strategy instruction. Major findings indicated that even the short-term vocabulary strategy instruction could help the students to guess the meaning of "new" words during the while-reading stage. On the other hand, responses to the survey revealed that the English teachers believed that vocabulary strategy was the reading skill necessary for their students, but they did not understand fully when and how they should teach the vocabulary strategy. Therefore, the followings are suggested: first, background knowledge should be provided in the pre-reading stage to activate the schemata. Next, vocabulary strategies should be taught to guess the meaning of the unknown words in the while-reading stage. Lastly, vocabulary should be taught in the post-reading stage to consolidate vocabulary growth.