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A Study on the Effects of English Vocabulary Learning for Elementary School Learners Using Corpus and Visual aids.;@t@4002015
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x ƥD 䲔 l YP X YյŌ ̸ п̹ DȲ| T|ӤX \֩D <\ \֩` LD ¬X .;The purpose of this study is to investigate the effects of corpus and visual aids teaching on Korean EFL leaners s vocabulary learning in a classroom. To accomplish the goal of this study, 68 Korean elementary students in their 6th year participated in the experiment for 2-3 weeks. They were divided into 3 groups: corpus teaching group, visual aids teaching group and traditional teaching group.
In the first group, corpus teaching group, teacher offers students corpus material where students can learn target vocabulary through context and authentic situation which is included in corpus. This teaching method give students authentic context and environment related to those words used in real life. The second one, visual aids teaching group students are given some visual aids such as image, picture, and drawings, which helps students to derive the meaning of the target vocabulary with interesting and vivid image. Through imagery aids, students easily inferred the meaning of the target word efficiently. In the third one, traditional teaching group, teacher teach students with only verbal teaching and memorization without any material such as corpus or visual aids.
In this study, all experiments consisted of 7 sessions and 50 target vocabulary were taught and tested. the target words were selected through a vocabulary test before the first session commenced. In each session, 7-8 target words were given the each groups. After the 7 sessions, a final vocabulary test was carried out with 50 target words. Finally, data were collected and the results were analyzed by using SPSS statistic system.
The results of this study were as followed: first, the outcome of the experiment shows that corpus teaching method and visual aids teaching method were far more effective than traditional teaching method. Second, the outcome of these teaching method were totally different depending on students profici<ency. In a high proficient group, corpus teaching method is proper to teach. On the other hand, in a low- level group, visual aids teaching method is proper to teach. Third, according to word characteristic (level of visualization: concrete word(high level of visualization) or abstract word(low level of visualization), there is effective teaching method. In a case of concrete word, visual-based teaching method is proper. However, in a case of abstract word, corpus teaching method is proper.
The pedagogical implication of this study is that corpus teaching method or visual aids teaching method should be properly provided according to learner s proficiency level and the characteristic of target words.&HQsj&9[BdKmTv_|~
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