어휘 제시 방법에 따른 초등영어 학습자의 어휘 습득 연구

The effect of elementary English learners’ vocabulary acquisition through different vocabulary presentation methods

  The purpose of this study is to find the effect of different vocabulary presentation methods on the vocabulary acquisition of Korean elementary school learners of English. For the purpose, an experiment was carried out to two groups of fifth graders, an experimental group and a control group, for 14 weeks in an elementary school in Incheon. The experimental group was given a vocabulary presentation in a situational context, and the control group, a mother tongue translation. This study raised three questions. First, is there a significant difference in vocabulary retention between the two groups? Second, is there a meaningful difference in the degree of vocabulary oblivion between the groups? Third, is there any significant difference in general English ability? In addition, the difference was to find out among three small groups divided by students’ English level, of which the focus was still on the difference among the groups by different vocabulary presentation methods. The results of the study suggest that it is desirable to present vocabulary in a situational context with mother tongue translation reciprocally, so that it can make the students have more confidence and interest in English learning.