중학교 3학년 영어 학습자의 어휘 습득과 효과적 지도 방법

Abstract

Based on the general agreement that vocabulary plays a crucial role in L2 learning, this study investigated the effects of different vocabulary presentation methods on the vocabulary achievement. The two vocabulary presentation techniques investigated in the study were a mother tongue translation and a vocabulary presentation in a situational context. 70 Korean middle school students participated in the experiment. In the mother tongue translation group, students were given a new vocabulary, translated it in Korean and learned its meaning. Whereas in the different vocabulary presentation group, students learned new vocabulary through different vocabulary presentation methods in a situational context, such as associating, brainstorming, pictures, and games, etc. The major findings are: (a) Students in different vocabulary presentation group outperformed the mother tongue translation group in their vocabulary achievement. It was more effective to teach vocabulary in other ways than mother tongue translation; (b) Different vocabulary presentation methods could make students have more confidence and interest in attitude toward English vocabulary. These findings suggested that different vocabulary presentation methods are an effective way to improve vocabulary achievement and make students have more confidence and interest in English learning.