어휘 학습전략을 활용한 영어 동화 수준별 수업이 초등학생의 영어 읽기 능력에 미치는 영향

The purpose of this study is to investigate the effects of level-differentiated vocabulary instruction in storytelling, focused on consolidation strategies, especially memory and cognitive strategies, on reading abilities of elementary English learners. For the purpose, the experiment was carried out on one experimental group of 25 fourth graders for 14 weeks. Four English stories and vocabularies were selected and instructed to both the advanced and the lower-level group. The results show that 1) the instruction of memory and cognitive strategies for vocabulary learning affected positively for students, especially for lower-level group. 2) After vocabulary lessons without translating stories or additional grammar lessons to analyse sentences, the reading comprehension of both groups increased meaningfully, especially the lower-level group showed higher improvement. 3) The advanced group used strategies that they applied to vocabulary learning for themselves more and the lower-level group used strategies related to repetitive learning more. There was no big difference between two groups on strategy preference but on the frequency and skillful use of strategies. 4) The experimental treat affected the affective domains for vocabulary learning positively.