한국 초등학생의 영어 어휘 습득에 영향을 미치는 요인에 관한 연구

Abstract

Vocabulary acquisition is one of the most crucial elements in the early stages of English learners, especially for Korean elementary school students. The purpose of this study was to investigate the factors which affect vocabulary acquisition. The variables of Korean vocabulary competence, English vocabulary exposure, parental attitude, students’ attitudes toward general English language learning and English vocabulary learning, private tutoring and strategy use were measured through a questionnaire. A pilot study surveyed 249 (128 males/121 females) 3rd to 6th graders from two different schools who also took a vocabulary test in the fall of 2006. The statistical analyses show that students scored about 80% in the vocabulary test but the influence of early English education caused the individual difference in 3rd graders’ vocabulary competence being greater than that of the other students'; that vocabulary test scores, frequency of strategy use, and learning attitudes of female students were higher than those of male students; that students of all grades acquired nouns the best, with adjectives next, and finding verbs the most difficult; and that private tutoring affects the students’ vocabulary acquisition the most, followed by ‘discovery strategies’ use, general English learning attitude and English vocabulary learning attitude. The result of the pilot study, however, suggested possible ways for improvement in the design of the vocabulary tests and questionnaire. The main study was carried out in the winter of 2006. Subjects in the main study were 1,104 (590 males/514 females) 3rd to 6th graders from five different schools. The vocabulary test consisted of 45 items and the questionnaire consisted of 52 items which were revised based on the result of the pilot study. Statistical analyses were performed with SPSS utilizing descriptive, factor, reliability, and correlation analyses, independent-samples t-test, One-Way ANOVA, and multiple regression. SEM(Structural Equation Model) was designed by using LISREL 8.30 to analyze the causal relations among the variables. Major result of the data analyses are as followed: first, students scored about 70% in the vocabulary test but vocabulary competence differed depending on grades, school localities and genders. For the 6th graders’ vocabulary competence, the individual difference was greater than those of other grades; second, students of all grades acquired nouns better than adjectives and verbs; third, vocabulary test and questionnaire scores of female students are higher than those of male students; fourth, all the independent variables correlated with each other strongly and significantly, contributing to the students' English vocabulary competence; fifth, general English learning attitude, private tutoring, and Korean vocabulary competence accounted for a significant proportion of the variance in subjects' English vocabulary acquisition; finally, the path diagram of SEM indicated that parental attitude, private tutoring, and general English attitude affect students' English vocabulary competence both directly and indirectly as the most influential factors. Pedagogical implications are discussed regarding ways to reduce the expense of English private tutoring, to develop an English vocabulary rich environment, and to generalize the features of successful English vocabulary learners. Above all, the development of a practical, reliable vocabulary testing instrument for elementary school students is desirable. Suggestions for future research are also provided.