이야기 읽어주기 방법을 활용한 어휘력 향상 방안 = The Teaching Approach to Vocabulary Development by Read-alouding Storybooks: Text Talk

다국어 초록 (Multilingual Abstract)

This study aimed to suppose a teaching approach to development quality vocabulary for primary grade students. Teaching Vocabulary has focused on development quantity vocabulary such as decoding words and writing a correct spelling of words. Quality vocabulary is defined as words which people know its meaning and how to use the words. Therefore I discussed some of ways teachers can apply to their classroom. In order to teach quality vocabulary growth, teachers have to choose words. I turned to those pages for guidance McKeown & Beck suggested tier 3 criterion for select instructional words, and Kim, Kowang-Hea published instructional words for Korean language arts. Text Talk was designed by McKeown& Beck for 10 yesrs. The goal of Text Talk is two-folded: enhancing comprehension of quality trade books and advancing language development and vocabulary repertories of children. The Text Talk is different from traditional read-aloud. First, Text Talk has no emphasis on the use of strategies in isolation such as predicting and inferring. Rather, students are taught to deal with text information and ideas. That is to say, the emphasis of Text Talk is on what an author said and what the ideas mean. Secondly,unlike traditional read-aloud, Text Talk stresses what is called “probe.”In traditional read aloud activity, teachers uses questions for the purpose of clarifying unfamiliar word or concept, or questions checking immediate memories of text contents. To apply Text Talk, I selected four stories and show how to choose instructional words according to story contents.