어휘 습득과 언어 수행 능력 = Vocabulary Acquirement and Language Performance Competence

다국어 초록 (Multilingual Abstract)

Vocabulary is the basis of all the language activities and thought processes. Vocabulary competence that means the competence to understand and use words is the fundamental and important element of language use competence. So developing vocabulary competence is one of the most important aim in Korean language study. In fact, systematical education about vocabulary is a very important education which affects all the parts of Korean language. It is very important to teach the students to acquire vocabulary by stages and connect it with Korean language learning and linguistic performance competence.
The importance of this new stage teaching model can be found in the point that it is a concrete guide of real teaching and it can be adopted easily to the school situation.
Teaching contents and methods of each stage in teaching vocabulary are as follows.
(1) Make the students acquire vocabulary competence naturally by teaching finding in dictionary competence according to the vocabulary list for study. The vocabulary list follows the selecting standard and procedure. Teaching how to find vocabulary in dictionary is based on the key words of the paragraphs and difficult words considering the students' level.
(2) Teach through the word formation rules. This is the stage to make smooth use by extending the number of vocabulary including derivative words, compounding words and chinese words and by recognizing the meaning of the vocabulary in good quality. Students study vocabulary for themselves considering the character of the ‘language’ unit.
(3) Teach the accurate meanings of words through the teaching method using relations among meanings, synonyms, antonyms, equivocal words and superior·inferior words. Systematical teaching through the relation among meanings reduce the unfamiliarity and increase the students' interests.
(4) Make a teaching model for context analogy and adopt it to teach vocabulary using the context considering the character of the unit. Systematize the vocabulary teaching of each learning stage and teach according to the established teaching model which contains amount and content of vocabulary. Teach according to the 4 step: catching cues - analogizing - confirming the meaning - application and expansion. Students can understand the sequence and analogize the meaning of the words while they are reading through this vocabulary teaching using context analogy.
(5) Teach ‘writing’ to develop the application competence and interpretation competence through drawing up ‘vocabulary application notebook’. Students must minutely write down the procedures; catching cues - analogizing - confirming - expression. After that, composing short sentences and proses expand the application competence.
Teaching middle school students vocabulary acquirement by stages expanded the number of vocabulary and formed seeking attitude. Especially context meaning analogy teaching method increased the students' interests and understanding about the vocabulary study. It was also effective to cultivate logical synthetic thinking faculty. Vocabulary application improved students' composition and expression competence, consequently expanded synthetic linguistic performance competence of Speaking, listening, reading, writing.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 목적과 의의 = 1
• 2. 선행 연구의 검토 = 3
• 3. 연구의 내용과 방법 = 6
• Ⅱ. 어휘 지도의 원리와 방법 = 8
• 1. 언어 습득 이론과 교육 과정 = 8
• 2. 어휘의 개념과 지도 원리 = 11
• 3. 어휘의 의미 집단과 어휘 능력 = 12
• 4. 어휘 지도의 항목과 방법 = 15
• 5. 어휘 지도의 단계와 수업 모형 = 17
• Ⅲ. 어휘 지도의 실제 = 21
• 1. 어휘 지도의 개관 = 21
• 2. 어휘 지도의 설계 = 22
• (1) 지도 대상 및 기간 = 22
• (2) 지도 절차 및 일정 = 22
• (3) 실행 목표의 설정 = 23
• 3. 어휘 학습 지도 = 24
• (1) 어휘 목록에 의한 사전 찾기 지도 = 24
• (2) 조어법에 의한 어휘 지도 = 34
• (3) 의미 관계를 통한 어휘 지도 = 50
• (4) 문맥을 활용한 어휘 지도 = 71
• (5) ‘짓기’를 통한 어휘 지도 = 81
• Ⅳ. 어휘력 신장에 대한 검증 = 86
• Ⅴ. 결론 = 99
• 참고문헌 = 102
• 영문초록 = 105