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상호교수가 영어단어학습에 미치는 효과 원문보기
Effects of reciprocal teaching on English word learning

  • 저자

    김복숙

  • 학위수여기관

    경상대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    교육심리전공

  • 지도교수

  • 발행년도

    2003

  • 총페이지

    v, 51p.

  • 키워드

    상호교수 영어단어학습 영어학습 영어교육 교육심리;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T10060000&outLink=K  

  • 초록

    This study compared the effects on English Word Learning of two instructional methods designed to teach elementary school students and middle school students how to work effectively in small groups : (1) learning English words with Reciprocal teaching group (experimental condition) and (2) leaning English words without Reciprocal teaching group (comparison condition). The main hypotheses to be teated were as follows : 1. There will be a significant difference in English Word Learning between the experimental condition and comparison condition. 1-1. In the case of elementary school students, 1-2. In the case of middle school students. 2. There will be a significant interaction effects in English words learning between Reciprocal learning conditions (experimental vs. comparison) and the students' level of the English vocabulary 2-1. In the case of elementary school students, 2-2. In the case of middle school students. 3. There will be a significant interaction effects in English words learning between Reciprocal learning conditions (experimental vs. comparison) and the time of measure (before·after) 3-1. In the case of elementary school students, 3-2. In the case of middle school students. 4. In the case of middle school students, transference effects of English words will be 4-1. There will be a significant difference in transference effects of English words between the experimental condition and comparison condition. 4-2. There will be a significant difference in transference effects of English words between Reciprocal learning conditions (experimental vs. comparison) and the students' English vocabulary level. Experiments tested the effects of reciprocal teaching on English words learning. 80 boys and girls 4th grade elementary students and 80 boys and girls 2nd middle school students were selected randomly on the basis of English vocabulary level and they were randomly assigned to two instructional conditions(experimental vs. comparison condition). The stimulus materials were consisted of English words extracted from common text of each grades. To test the hypotheses, 2( Reciprocal teaching conditions: experimental vs. comparison) × 2(English vocabulary level) × (2)(the time of measure) ANOVA was applied to test the hypotheses. Main findings of the present study were as follows: 1. In the case of elementary students, there was no significant difference in English words learning between the experimental reciprocal teaching and the comparison but in the case of the middle school students, there was significant difference in English word learning between the experimental reciprocal teaching and the comparison. 2. Both of them (elementary school students and middle school students), There will be a significant interaction effects in English words learning between Reciprocal learning conditions (experimental vs. comparison) and the students' level of the English vocabulary In addition, the students of low English vocabulary level have much better effects. 3. In the case of elementary students, There was no significant interaction effects in English words learning between Reciprocal learning conditions (experimental vs. comparison) and the time of measure (before·after) but in the case ofmiddle school students, There was significant interaction effects. 4. In the case of middle school students, transference effects of English words was There was significant differences in transference effects of English words between the experimental condition and comparison condition. and there was significant differences in transference effects of English words between Reciprocal learning conditions (experimental vs. comparison) and the students' English vocabulary level.


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