어휘 집중 과업활동 수업이 초등영어 학습자의 어휘 능력과 어휘 학습 태도에 미치는 효과

The study aims to investigate how English classes based on vocabulary-focused task activities(VTA) affected vocabulary skills and vocabulary learning attitudes of elementary students.Fifteen lessons centering on VTA were taught to 75 fifth-grade students in three classes. Thedata included pre/post-vocabulary tests, pre/post-surveys about vocabulary learning attitudes,student interviews, and teacher journals. There were three main findings. First, significantimprovements were found in vocabulary forms for advanced and intermediate students and invocabulary meaning for all student proficiency levels. However, no significant change wasfound in vocabulary usage for any student level. Second, whereas advanced students showed nosignificant improvements in their interest, confidence, participation in, and motivation forvocabulary learning, intermediate and low-level students showed significant improvements inall of these areas except for confidence. Third, important vocabulary teaching and learningaspects were found: (1) the teacher had difficulties developing VTA and felt the need todiversify VTA; (2) The best ways to apply VTA varied according to students’ proficiency levelsand the classroom learning environment; (3) students participated more in certain types of VTAthan in others; (4) VTA expanded students’ vocabulary by encouraging autonomous learning.Implications for vocabulary teaching and learning for elementary students are discussed.