이야기를 통한 어휘지도가 유아의 기억에 미치는 효과 = The Effect of Using English Stories on the Vocabulary Learning at Kindergarten

다국어 초록 (Multilingual Abstract)

The purpose of this study was to determine the possibility of using the English stories in early English vocabulary teaching in Korea in order to help the pupils in developing English vocabulary.
The vocabulary learning in using English stories for the kindergarten pupils was designed and introduced in to their regular classes. To study the applicable possibility of the vocabulary teaching by using English stories, six year students of H Kindergarten were randomly selected as the subjects of investigation. These pupils were divided into two classes : the experimental group performed by using English stories, the control group practiced vocabulary drills by using the repetitions for learning of language.
The results are summarized as follows .
Firstly, the difference in short-term memory ability in both groups are almost the same in two groups. That is meaningful in that short-term memory. Secondly, the difference in long-term memory in both groups are significant and remarkable. That is the experimental group improved the long-term memory ability more successful1y than the control group did. Thirdly, the degrees of interest in both groups are remarkable, too. That means the experimental group got higher marks at the record than the control group.
For the more effective application of English stories to the teaching English in Korea some suggestions are required.
First, in older to teach English stories effectively, the teacher have to consider the choice of English stories and tasks to be performed in the vocabulary teaching.
Second teachers have to design the leveled classroom activities, considering the pupils interests and age.
In conclusion, the findings in this study suggest that the using English stories is effective and meaningful to develope the pupils' English learning and interest. In addition, English vocabulary teaching by using English stories is more efficient than vocabulary drills using the simple repetition for the memory of English vocabulary at the Kindergarten.
For futuue study, it is necessary that the adequate tasks should be designed and applied in classroom to prove the effects on vocabulary learning. Moreover, I expect the studies of the vocabulary and using English stories at Kindergarten will be extended over a long-term period.