문맥을 이용한 국어 어휘 지도 방안 연구 = A Study on Teaching Methods of Korean Vocabulary By Using Context

다국어 초록 (Multilingual Abstract)

In an ordinary life, the function of using language is a course of thinking activities which communicate and understand meanings by language. Therefore, the most important thing to improve the ability in using language is the education of vocabularies, and we cannot use language properly if we are poor in vocabulary.
In the 7th education course, 'vocabulary' part was individually established to emphasize the importance and need for vocabulary education. However, the current situation is that vocabulary education has not been satisfactorily carried out because the education of Korean language has failed to enrich the ability in using Korean language for students and not been properly managed. It could be a problem that vocabulary education does not have its individual territory and is considered as a incidental part of school lessons. It also should not be missed that the method of vocabulary classes is limited to the unilateral explanation of concepts by teachers and there is not enough teaching materials and methods.
I have noticed that not only reading and analyzing sentences are required prior to understanding the contents of curriculums, but accurate and quick understanding of given sentences or words is also helpful to learning other classes. Therefore, I tried to seek a plan for the vocabulary education which will be a basis for accurate using of Korean language by creating a learning motive about vocabulary to students, and the understanding of interests in vocabulary and spontaneous study.
In Chapter 2, I examined vocabulary and the concept of rich vocabulary. Although vocabulary is used together with 'word', but vocabulary is an individual aggregate of elements for vocabulary which can be classified, and rich vocabulary means all knowledge of vocabulary. I also examined the principles and methods of vocabulary teaching. Vocabulary teaching can be divided into the method of vocabulary teaching from the instrumental point of view and the method of vocabulary teaching from the recognitive point of view. The methods of vocabulary teaching from the instrumental point of view are a definitional method and a contextual method, and the methods of vocabulary teaching from the recognitive point of view are a method of drawing a "meaning map", a method of drawing a "meaning structure map" and a method of "meaning analysis".
In Chapter 3, In the result of analyzing the problems of vocabulary education by examining the current situation of vocabulary education in the real field with the survey, I could indicate that vocabulary education has been neglected and material for education is not enough along with the unsystematicness of vocabulary part. With the basis of these problems, I have sought an effective method of vocabulary teaching and the system of contents in the Korean language education course.
In Chapter 4, On the basis of the direction of vocabulary teaching that presented before, I also adapted a method of vocabulary teaching using contexts to various texts, which was from the result of several researches that the method was most frequently used for understanding the meaning of a new word and positive for learning vocabulary among several factors which participated in understanding the meaning of strange words. By this I inducted a direct participation of learners, not a one-sided explanation of teachers. Therefore, the method can be a effective method for developing the ability in understanding strange words by itself.
I think the model of teaching vocabulary that is used in this study have meaning to teaching of meaning new vocabulary through context. When teachers teach the way of recognizing new vocabulary effectively. it will be bring great effect of teaching vocabulary if they present text which contains a lot of cue of context as learning material. And the text which contains a lot of information of context could be used as useful material to teach strategy of elaborating and strengthening of meaning vocabulary. And verifying effect of this study should be studied in succession.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구 목적 1
• 1.2. 선행 연구 검토 3
• 1.3. 연구 방법 8
• 2. 어휘력과 어휘 지도 10
• 2.1. 어휘력의 개념 10
• 2.2. 어휘 지도의 목표 16
• 2.3. 어휘 지도의 원리와 방법 18
• 3. 어휘 지도의 실태 및 지도 방향 35
• 3.1. 제7차 국어과 교육 과정상의 어휘 지도 35
• 3.2. 수업 현장에서의 어휘 지도 49
• 3.3. 중등학교 어휘 지도의 방향 56
• 4. 문맥을 이용한 어휘 지도 방안 58
• 4.1. 어휘와 읽기의 상관성 58
• 4.2. 문맥을 이용한 낯선 어휘의 의미 파악 61
• 4.3. 문맥을 이용한 어휘 지도의 과정과 방법 68
• 4.4. 어휘 지도의 학습 모형 77
• 5. 결론 107
• 참고문헌 110
• Abstract 114