탐구 중심의 어휘 학습을 통한 독해력 신장 방안 = A Study on the Method of Improving Reading Comprehension through Inquiry-centered Word Learning

다국어 초록 (Multilingual Abstract)

This article is intended to examine whether student's interests and abilities of inquiry to word learning will be improved considerably if teachers let their students study words by developing the process of word learning and using the word cards.
The objectives used in this article are as follows:
* to develop and use the teaching - learning plan for word learning
* to develop and use the appropriate word cards suitable for the plan for word learning
* to make and use a word list unit by unit
The steps used in this study are searching for the unknown words, finding the clues, guessing the meanings of them, identifying the concrete meanings and enlarging & using the words.
When the students met the unknown words in their reading, I persuaded them to guess the meanings of the words by looking into the structures or origins of the words, and to consult the dictionary only after inferring the possible meanings in the contexts included the words. In case of the unknown Chinese words, I let the students identify the meanings of the words after guessing the meanings of them through the meaning structure of those words.
After identifying the meanings are finished, students were made to compose a short story by using those words, so that their word power was to be improved by identifying antonyms, synonyms, compound words, and derivatives.
The results of this study are as follows:
* It's very effective that we inquire meaning - centered word learning for ourselves by using the above steps.
* To study systematic and continuous vocabulary-learning, it is effective to use a vocabulary-learning card which is applied to 5 level research process.
* In case of teaching the difficult vocabulary, it is a good way to give students to pre-learning and self-study method.
* In the process of studying vocabulary, it is important to form a habit of guessing a meaning by etymology and correlativeness of words and word structure before the students looking for the dictionary.
* After confirming the meaning, it is necessary to put to practice use the learned-words in the everydays lives. For example, it's better to let the students write a sentence using a learned-words.
* It is also necessary to give the students various kinds of motivation that is intended to induce interest of students.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 실태분석 = 3
• 4. 연구문제 = 7
• II. 이론적 배경 = 8
• 1. 관련이론의 탐색 = 8
• 2. 선행연구고찰 = 21
• III. 실행 과제 설정 = 23
• IV. 연구의 설계 = 25
• 1. 연구대상 및 기간 = 24
• 2. 연구절차와 방법 = 24
• V. 연구의 실제 = 25
• 1. 과제 (1)의 실행 = 25
• 2. 과제 (2)의 실행 = 29
• 3. 과제 (3)의 실행 = 34
• VI. 실행의 평가 = 36
• 1. 어휘 학습 실태 = 36
• 2. 어휘 탐구 과정안에 대한 학생들의 반응 = 38
• 3. 어휘 이해력 평가 = 39
• 4. 국어과 학력의 변화 = 41
• VII. 요약 및 결론 = 43
• 1. 요약 = 43
• 2. 결론 = 44
• ※ 참고문헌 = 47
• Abrstract = 4