초등영어 어휘 학습의 교수 조건에 따른 효과성 메타 분석

A meta-analysis of teaching variable effects on elementary English vocabulary learning.

cquiring functioning size of vocabulary is required of reaching to the curriculum level of English proficiency. Since the introduction of elementary English education back in 1997, substantial number of researches on English word acquisition have been accumulated mainly focusing on investigating language factors, learner factor and socio-cultural factors. This study will be a synthesis of researches on elementary English vocabulary acquisition with special reference to teaching variables such as implicit vs. explicit, types of activities and grade level and achievement level as learner variables. 83 papers were divided into explicit, implicit and eclectic vocabulary teaching, and their dependent effect sizes were synthesized to compare with each other. The result shows that eclectic teaching is most effective followed by explicit and implicit teaching, however the difference was not statistically significant. The synthesis of 78 researches on teaching activities shows that audio-visual and phonetic activities are most effective followed by communicative activities and collocation activities. 78 papers were synthesized to investigate overall effects of learners variables. In terms of grades grade 4 was most effective followed by grade 6, grade 3 and grade 5. Average effect size on learners of different achievement levels shows that low and mid level groups were distinctively more improved from vocabulary teaching than high achievement group, and the difference was statistically significant.