초등영어교육에서 노출 주기와 제시 방법에 따른 어휘 기억 양상

English Vocabulary Memory Patterns Through Different Exposure Spacing and Presentation Methods in Primary English Education

This study amis to investigate the spacing effects and presentation methods in relation to vocabulary learning in the public elementary school context. Third grade students who had just started learning the alphabet in the public educational system were selected for this study. They learned vocabulary by different spacing which is twice, three times, four times a week, and presentation methods - those which are the spoken language centered method and the written language integrated method. The participants of the study were 151 third grade students from a school located in Seoul. The participant students were tested twice right after and 4 weeks after the experiment class, and they were surveyed before and after the class. The results showed that spacing effects play an important role in students' English vocabulary learning, providing significant implications to teaching for elementary school students. Furthermore, the effect of the written language integrated method supports the idea that it is important to present vocabulary with written English for students.