어휘 지도법에 관한 연구 : 실업계 고등학생을 대상으로 = (A) Study on the Vocabulary Teaching Method

다국어 초록 (Multilingual Abstract)

As vocabulary exists as a structure in close motivation of meaning and form, classifying and learning its semantic structure to produce proper sentences or utterances in each situation lessens the burden of memorizing vocabulary one by one. The actual teaching of vocabulary with semantic groups has a positive influence on the increase of vocabulary and the command of sentences or utterances.
Composing the subjective data of a hoped vocabulary list and the objective data of a semantic group classification table of the textbook vocabulary, I have found the following results in the actual vocabulary teaching.
1) The use of both subjective and objective data to organize semantic groups for vocabulary teaching, as a result, made it possible for students to learn well-motiovated vocabulary with efficiency.
2) As the result of vocabulary teaching after selecting basic vocabulary and its association groups, the separation feature between stimulus words and and response words tended to decrease while the association of the words of hish similarity and opposition was strengthened.
3) When the vocabulary teaching was well matched with the syntatic, semantic and pragmatic viewpoints, students could get higher interest in the contexts and additional concepts of the vocabulary.
4) When the teaching followed the guidance process and the guide book discussed here as well as the methods of association drills and the formation of relation conception and semantic groups, there was a considerable increase in the vocabulary and the command of sentences or utterances.
5) In comparison with the control class, the experimental class had weaker separation feature through the reduction of the total number of and the types of association words, and had higher semantic and vocabulary concentration ratios.
6) To sum up the responses of the questionnaire, a) vocabulary teaching should be done under the systematic guidance system, b) vocabulary learning by way of the motivation in semantic groups is both economical and productive, c) vocabulary instruction is meaningful in its active exercise for the purpose of actual usage, d) to distinguish lexical meaning from contextual meaning with much emphasis on the latter is absolutely necessary in vocabulary teachings, and e) vocabulary can be synthetically comprehended by mixing the viewpoints of lexical semantics, syntactic semantics and pragmatics.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구 목적 = 1
• 2. 연구 방법 = 2
• Ⅱ. 본론 = 4
• 1. 어휘 지도의 목표 = 4
• 가. 셰마(schema) 형성과 산출 기능 = 5
• 나. 연상군(association group) 조직 = 6
• (1) 관계 개념의 형성 = 6
• (2) 연상 실습 = 7
• (3) 의미 집단 형성 = 11
• 2. 실태 분석 = 15
• 3. 연구의 실제 = 18
• 가. 희망 어휘의 의미 집단별 분류 = 18
• 나. 교과서 어휘의 의미 집단별 분류 = 19
• 다. 지도 절차 = 20
• 라. 지도안 = 22
• 4. 적용 효과 = 25
• 가. 어휘력 검증 = 25
• 나. 설문지 조사 = 32
• Ⅲ. 결론 = 43
• 참고문헌 = 45
• Abstract = 47
• 부록 = 49