Enhancing Awareness of Sight Word Classes for Receptive and Productive Vocabulary Proficiency in Elementary Schools : 초등학생의 수용적·산출적 어휘 능력 신장을 위한 일견어휘 중요성 인식과 학습 지도 방법 연구
저자
발행사항
대전 : 배재대학교 대학원, 2015
학위논문사항
Thesis(doctoral)-- 배재대학교 대학원 : TESOL영어교육과 2015. 2
발행연도
2015
작성언어
영어
주제어
발행국(도시)
대한민국
형태사항
ix, 132 p. ; 26 cm
일반주기명
지도교수: 이창인
소장기관
This study was conducted among fifty-eight Korean 3rd graders in S elementary school in Gyeryong, Chungnam province on the following aims: 1) to find out the effects of awareness-raising in teaching sight words to improve the participants’ receptive and productive knowledge, 2) to investigate the activities that positively influence the development of sight words, and 3) to provide some suggestions to improve vocabulary teaching for elementary school teachers. In preparation for this study, I attempted to locate research related to the specific topic of sight word awareness and the impact on the receptive and productive vocabulary of L2 learners. However, there was no such specific research available.
To conduct the study, a Korean female English teacher who is working in S elementary school regularly taught student participants who were divided into two groups, the experimental and the control; each group consisted of 29 students. Both groups were given the pre-test (before conducting the study) first, then the post-test (after conducting the study) based on the receptive and productive skills as well as the survey that contains 6 close-ended questions on the categories (years of studying English, effective teaching method, and learning confidence) and one open-ended question under the category (English learning).
The experimental group was given the exact same curriculum as the control group twice a week for 16 weeks. The curriculum that each group was taught with included the standard textbook, CD Rom, 24 words from Dolch’s 220 word list, and 14 non-sight words in addition to the 104 textbook vocabulary words.
There is one significant difference between the experimental and control groups. The experimental group participants noticed the importance of sight words in every class. One of the purposes of this study was to determine how student "noticing," or "awareness" of sight words would ultimately impact student reading capability. This explains why the experimental group participants received training on how to become increasingly aware and conscious of sight words as well as their frequency and importance in English texts.
To analyze the effects of sight word awareness and its impact on students' receptive and productive vocabulary skills, we administered pre-and post-tests and the survey for the experimental and the control groups. For analyzing data of the experiment, a t-test using SPSS 18.0 was used to measure and describe the effects of awareness-raising in teaching sight words of the experimental group in contrast to the control group on the aim of enhancing the participants’ receptive and productive vocabulary skills.
The results of the study were concluded accordingly. First, awareness-raising in teaching sight words boosted receptive vocabulary proficiency skills. The experimental group participants recognized the significance of sight words through being taught various controlled-activities and noticed the effects of sight words. Therefore, they scored higher than the control group participants. Second, the experimental group participants were emphasized the awareness of sight words in every class, and taught sight words. They scored higher than the control group participants. It proved that sight words are helpful to improve productive vocabulary proficiency skills. Third, among many activities, games, role plays, songs, and chants using multimedia were analyzed as efficient for the acquisition of sight words. In addition, the passion of teachers’ use of the various activities and the active participation of students and their emotions were recognized as crucial for the development of English learners' reading and writing skills.
In conclusion, awareness-raising in teaching sight words is necessary to enhance learners’ receptive and productive vocabulary proficiency skills, and the activities (games, role plays, songs, and chants using multimedia) are helpful to teach English sight words as well as to raise their motivation and awareness. While both the experimental and the control groups’ post-test results indicate a higher performance level in sight word acquisition, the main difference is that the experimental group outperformed the control group. This means that awareness in sight word vocabulary teaching had a direct and positive impact on the receptive and productive vocabulary skills of aware students.
서지정보 내보내기(Export)
닫기소장기관 정보
닫기권호소장정보
닫기오류접수
닫기오류 접수 확인
닫기음성서비스 신청
닫기음성서비스 신청 확인
닫기이용약관
닫기학술연구정보서비스 이용약관 (2017년 1월 1일 ~ 현재 적용)
학술연구정보서비스(이하 RISS)는 정보주체의 자유와 권리 보호를 위해 「개인정보 보호법」 및 관계 법령이 정한 바를 준수하여, 적법하게 개인정보를 처리하고 안전하게 관리하고 있습니다. 이에 「개인정보 보호법」 제30조에 따라 정보주체에게 개인정보 처리에 관한 절차 및 기준을 안내하고, 이와 관련한 고충을 신속하고 원활하게 처리할 수 있도록 하기 위하여 다음과 같이 개인정보 처리방침을 수립·공개합니다.
주요 개인정보 처리 표시(라벨링)
목 차
3년
또는 회원탈퇴시까지5년
(「전자상거래 등에서의 소비자보호에 관한3년
(「전자상거래 등에서의 소비자보호에 관한2년
이상(개인정보보호위원회 : 개인정보의 안전성 확보조치 기준)개인정보파일의 명칭 | 운영근거 / 처리목적 | 개인정보파일에 기록되는 개인정보의 항목 | 보유기간 | |
---|---|---|---|---|
학술연구정보서비스 이용자 가입정보 파일 | 한국교육학술정보원법 | 필수 | ID, 비밀번호, 성명, 생년월일, 신분(직업구분), 이메일, 소속분야, 웹진메일 수신동의 여부 | 3년 또는 탈퇴시 |
선택 | 소속기관명, 소속도서관명, 학과/부서명, 학번/직원번호, 휴대전화, 주소 |
구분 | 담당자 | 연락처 |
---|---|---|
KERIS 개인정보 보호책임자 | 정보보호본부 김태우 | - 이메일 : lsy@keris.or.kr - 전화번호 : 053-714-0439 - 팩스번호 : 053-714-0195 |
KERIS 개인정보 보호담당자 | 개인정보보호부 이상엽 | |
RISS 개인정보 보호책임자 | 대학학술본부 장금연 | - 이메일 : giltizen@keris.or.kr - 전화번호 : 053-714-0149 - 팩스번호 : 053-714-0194 |
RISS 개인정보 보호담당자 | 학술진흥부 길원진 |
자동로그아웃 안내
닫기인증오류 안내
닫기귀하께서는 휴면계정 전환 후 1년동안 회원정보 수집 및 이용에 대한
재동의를 하지 않으신 관계로 개인정보가 삭제되었습니다.
(참조 : RISS 이용약관 및 개인정보처리방침)
신규회원으로 가입하여 이용 부탁 드리며, 추가 문의는 고객센터로 연락 바랍니다.
- 기존 아이디 재사용 불가
휴면계정 안내
RISS는 [표준개인정보 보호지침]에 따라 2년을 주기로 개인정보 수집·이용에 관하여 (재)동의를 받고 있으며, (재)동의를 하지 않을 경우, 휴면계정으로 전환됩니다.
(※ 휴면계정은 원문이용 및 복사/대출 서비스를 이용할 수 없습니다.)
휴면계정으로 전환된 후 1년간 회원정보 수집·이용에 대한 재동의를 하지 않을 경우, RISS에서 자동탈퇴 및 개인정보가 삭제처리 됩니다.
고객센터 1599-3122
ARS번호+1번(회원가입 및 정보수정)