내용 통합 텍스트 읽기를 위한 초등 영어 어휘 지도 전략에 대한 연구 = A study of primary English vocabulary teaching strategies using content-based informational texts

다국어 초록 (Multilingual Abstract)

This study investigated the effects of vocabulary teaching strategies while reading content-based informational text in primary English classes. Both quantitative and qualitative data were collected, and the data analysis yielded four major findings. First, the quantitative data analysis showed that there was no one particular strategy that fit all learning situations. However, from qualitative analysis, the study found that students Preferred application strategy to list strategy and could transfer inference strategy in learning words from other texts. Second, effective vocabulary teaching strategies were different according to the characteristics of the texts and types of words in the text. Third, there were different learning transfer effects according to word types. For example, there was significant learning transfer effect with compound and loan words, whereas less transfer effect with collocation. Last, there were learning differences according to students’ English level. Based on the conclusions, suggestions were made for follow-up studies.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구 방법 및 내용
• Ⅳ. 연구 결과 및 논의
• Ⅴ. 결론 및 제언
• 참고문헌

참고문헌 (Reference)

1 주태연, "텍스트의 내러티브 서술양식이 학업성취도와 과목선호도에 미치는 효과 : 고등학교 '사회·문화' 과목을 중심으로" 서울대학교 대학원 2008

2 김혜리, "초등 영어 읽기 쓰기 지도" 교육과학사 2011

3 김영숙, "초등 영어 어휘 교육" 한국문화사 2002

4 Saragi, T., "Vocabulary learning and reading" 6 : 70-78, 1978

5 Schmitt, N., "Vocabulary in language teaching" Cambridge University Press 2000

6 Anderson, R., "Vocabulary Knowledge" University of Illinois, Center for the Study of Reading 1979

7 Canale, M., "Theoretical bases of communicative approaches to second language teaching and testing" 1 : 1-47, 1980

8 Graves, M, F., "The vocabulary book" NCTE 2006

9 Bortman, G. M., "The effects of using non-fiction interactive read-alouds on expressive and receptive vocabulary of Preschool children" South Dakota University 2005

10 Spence, D., "The effects of explicit science reading instruction on selected grade 7 students’ metacognition and comPrehension of specific science text" 11 (11): 15-30, 1999

11 Hammond, J. R., "The effect of using a read-aloud nonficton picture book to strengthen fifth-grade students’ comprehension of science content" University of Central Florida 2004

12 Raygor A. L., "The Raygor readability estimate: A quick and easy way to determine difficulty" Pearson 1977

13 Nagy, W., "Teaching vocabulary to improve reading comPrehension" International Reading Association 1988

14 Prince, P., "Second language vocabulary learning: The role of context versus translations as a function of proficiency" 80 : 478-493, 1996

15 Vardell, S., "Matching books and readers : Selecting literature for English learners" 59 (59): 734-740, 2006

16 Brewer, W. F., "Literary theory, rhetoric, and stylistics: Implication for psychology, In Theoretical issues in reading comPrehension: Perspectives from cognitive psychology, linguistics, artificial intelligence, and education" Eribaum 221-240, 1980

17 Nation, I. S. P., "Learning vocabulary in another language" Cambridge Applied Linguistics 2001

18 Bachman., "Fundamental considerations in language testing" Oxford University Press 1990

19 Brinton, M., "Content based second language instruction" Heinle & Heinle Publishers 1989

20 Manzo, C., "Content area literacy: A framework for readingbased instruction" John Wiley & Sons 2009

21 Rivers, W. M., "Communicating naturally in a second language: Theory and practice in language teaching" Cambridge University Press 1983

22 Harvey, B, S., "Children’s use of fiction and nonfiction literature in a kindergarten classroom" Ohio State University 1993

23 권수옥, "BEYOND RAW FREQUENCY: INCIDENTAL VOCABULARY ACQUISITION IN EXTENSIVE READING" NATIONAL FOREIGN LANGUAGE RESOURCE CE 20 (20): 191-215, 200801

24 Fry, E., "A readability formula that saves time" 28 : 676-683, 1968