다중지능이론에 기초한 수업과 언어지능 중심 수업의 어휘력 향상도 비교 (A Comparative Analysis of Effectiveness of Vocabulary Development between Instruction based on the Multiple Intelligence Theory and Instruction Centered on Language Intelligence)

서지정보

· 발행기관 : 한국언어연구학회
· 수록지 정보 : 언어학연구 / 20권 / 2호 / 139 ~ 157페이지
· 저자명 : 이지혜, 홍선호

초록

This research is to draw comparisons between the students' learning effectiveness when receiving instruction using individual strong intelligences in relation to instruction centered on language intelligence only. In this study Group A students were taught vocabulary using their strong intelligence, whereas group B was taught using the language intelligence method. Also, students were asked to write down their opinion of each class at the end of the class as a learning diary. These diary entries were then used to determine the students' satisfaction with the different methods of instruction. In conclusion the degree of vocabulary acquisition varied according to the learners' ability, whereupon originally competent learners tended to take advantage from the instruction centered only on language skills. Conversely, it was more beneficial to mid-level and low-level students to learn vocabulary via the multiple intelligence method. In addition to previous capability, the results indicated that the type of strong intelligence had an effect on the students' improvement. Finally, students had various opinions toward these lectures - the general consensus was that the instruction was interesting and engaging; however, they acknowledged the class lacked its usual level of organization and conduct.

영어초록

This research is to draw comparisons between the students' learning effectiveness when receiving instruction using individual strong intelligences in relation to instruction centered on language intelligence only. In this study Group A students were taught vocabulary using their strong intelligence, whereas group B was taught using the language intelligence method. Also, students were asked to write down their opinion of each class at the end of the class as a learning diary. These diary entries were then used to determine the students' satisfaction with the different methods of instruction. In conclusion the degree of vocabulary acquisition varied according to the learners' ability, whereupon originally competent learners tended to take advantage from the instruction centered only on language skills. Conversely, it was more beneficial to mid-level and low-level students to learn vocabulary via the multiple intelligence method. In addition to previous capability, the results indicated that the type of strong intelligence had an effect on the students' improvement. Finally, students had various opinions toward these lectures - the general consensus was that the instruction was interesting and engaging; however, they acknowledged the class lacked its usual level of organization and conduct.

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