초등학교 4학년 영어 교과서의 어휘학습전략 분석: 2022 개정 교육과정을 중심으로

Analysis of vocabulary learning strategies in 4th–grade elementary English textbooks

This study analyzed vocabulary learning strategies (VLS) presented in fourth-grade English textbooks from the 2022 Revised National Curriculum. Based on the Schmitt’s (1997) VLS taxonomy, the study examined the types, frequencies, and distribution of strategies across the textbooks and lesson stages. All vocabulary-related activities included in the textbooks were coded according to discovery strategies and consolidation strategies. Descriptive statistics were used to identify overall patterns. The results showed that only 26 items were reflected in the textbooks out of the total 58 that were examined. Among the learning activities, memory use appeared most often—it focused on using pictures, practicing spelling and pronunciation, and making sentences with new words. On the other hand, activities that encouraged learners to find or guess meanings were limited. The overall distribution of VLS was disproportionate, failing to provide a consistent learning flow throughout the unit. These findings indicate that the textbooks mainly focus on helping to reinforce learned words, rather than providing opportunities for learners to engage in actively expanding their vocabulary autonomously. This points to the need for a more balanced and varied approach so that vocabulary learning in elementary English classes can become more independent and meaningful.