중학생의 어휘학습을 위해 사용하는 전략에 대한 조사

Abstract

Vocabulary can be the most fundamental and most important role in starting a language. This is because basic communication is possible only by the use of vocabulary. With the social trend of the global age, English education is now essential, and the age at which students begin to learn English is becoming lower. Especially, interest in middle school students' English education is increasing, and studies on how to learn vocabulary and effects of middle school students are constantly being done. However, it is doubtful whether the vocabulary taught unilaterally by schools or academies has a positive effect on students' acquisition of vocabulary. I think that students need strategies that they can learn vocabulary on their own with an interest in learning. This study was conducted on 112 students in the second grade of C middle school in region of Korea. Through the questionnaires, quantitative research was conducted to identify the vocabulary learning strategies used by students. Also qualitative research was done using interview techniques. The research questions to achieve the objectives of the study are as follows; First, what is the vocabulary learning strategy that middle school second graders mainly use? Second, are there differences in vocabulary learning strategies used by the English language proficiency, middle and lower levels? The results of the study are as follows. First, as a result of analyzing the vocabulary learning strategy that students used, students showed that they mainly used strategy when they found meaning of words, but overall, the figure was not high. Second, for the second question, there was a significant difference in the use of decision strategy between the students in the upper group and students in lower one. However, there was little difference in the average use of students by English level among different strategies In conclusion, through this study, does not seem to use a strategy specifically to remember words except to find meaning. In addition, the difference of strategies use among the three groups was not large. This suggests students lack awareness of the use of vocabulary learning strategies and need detailed and specific guidance on their use.