중학교 수준별 영어 집단의 어휘 학습 전략 사용 (The Use of English Vocabulary Learning Strategies for the Level-differentiated Classes in a Middle School)

서지정보

· 발행기관 : 한국언어연구학회
· 수록지 정보 : 언어학연구 / 19권 / 3호 / 1 ~ 26페이지
· 저자명 : 김지연, 임병빈

초록

The purpose of this study is to investigate Korean middle school students’ English vocabulary learning strategies according to level-differentiated classes. The questionnaire surveys were administered to investigate the use of vocabulary learning strategies of the learners. Data were collected from 290 students who were in third grade of a middle school. The results of the analysis showed that higher proficient learners used more various vocabulary strategies than the lower learners. The different patterns of strategy use were preferred by the two different groups. The higher proficient learners favored metacognitive strategies within consolidation strategies which controlled and evaluated their learning. On the other hand, the lower learners preferred social strategies within discovery strategies which asked immediate help from others. Thus, teachers need to be aware of the various degree of vocabulary learning strategies and their applicability according to vocabulary proficiency. In addition, teachers should understand the learners' preferred strategies among level-differentiated groups and provide vocabulary instruction with the most suitable strategies to each group.

영어초록

The purpose of this study is to investigate Korean middle school students’ English vocabulary learning strategies according to level-differentiated classes. The questionnaire surveys were administered to investigate the use of vocabulary learning strategies of the learners. Data were collected from 290 students who were in third grade of a middle school. The results of the analysis showed that higher proficient learners used more various vocabulary strategies than the lower learners. The different patterns of strategy use were preferred by the two different groups. The higher proficient learners favored metacognitive strategies within consolidation strategies which controlled and evaluated their learning. On the other hand, the lower learners preferred social strategies within discovery strategies which asked immediate help from others. Thus, teachers need to be aware of the various degree of vocabulary learning strategies and their applicability according to vocabulary proficiency. In addition, teachers should understand the learners' preferred strategies among level-differentiated groups and provide vocabulary instruction with the most suitable strategies to each group.

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