초등 영어 어휘 학습에서 지식 중심 학습과 지식·기능 통합 학습의 효과 연구

The effects of knowledge-focused method and knowledge and skill integrative method of vocabulary learning in elementary English classes

This study aims to suggest an effective way to teach vocabulary for enhancing communicative competence. For this purpose, knowledge-focused learning activities and knowledge and skill integrative learning activities were implemented in the 6th grade Elementary English classes. To see the effects of the two methods, the average scores and changes were measured by a pre-test, a post-test, and a retention test. The intra-group data were analyzed in terms of vocabulary knowledge of sound, spelling, and core meaning as well as the level of receptive skill achievement, productive skill achievement, and retention. Also, a survey was given to check students awareness of learning process. Both activities had effects on vocabulary learning. However, the results showed different aspects of learning vocabulary knowledge and language skills. Significantly, the integrative method showed much more enhancement in level of retention in all aspects, knowledge of sound, spelling, meaning and the level of achievement of receptive and productive skills. Also the integrative activities more increased students motivation, awareness of vocabulary learning, and involvement in the learning process along with lowering students difficulty during engagement. The results imply that knowledge and skill learning are both needed to enhance communicative competence. Knowledge learning without performing language skills can not induce performance competence and learner s awareness for their learning. Also, skill learning is inseparable from knowledge learning since it is knowledge-based. Therefore, the knowledge and skills integrative learning and teaching method might be an effective alternative approach and needs to be introduced in English class.