Earticle

초록

영어

This study examined how vocabulary teaching and learning based on the Multiple Intelligences(MI) Theory can affect Korean middle school learners’ reading comprehension, vocabulary recall/retention, and several affective factors. The experiment was conducted with 106 articipants (experimental group with 71 and control group with 35) out of total 176 third grade middle school students. The experimental group was involved in the seven-week intervention of vocabulary instruction based on the MI Theory. The assessment of MI based on K-MIDAS was used to obtain individual student’s MI profile and a questionnaire test was used to find the affective factors. The results are as follows: First, there was a significant difference in the academic achievement for reading comprehension between the experimental group and control group; Second, the students in the experimental group had higher scores in vocabulary recall/retention test; Third, the results of questionnaires showed that the students in the experimental group became more positive in respect to self-confidence and class participation than those in the control group. Findings suggest that teaching vocabulary using different activities based on students’ strong intelligences is a desirable way to develop their English reading comprehension and to motivate students to study English harder. (Chungryul Girls’ Middle School․Kongju National University)

목차

Abstract
 I. 서론
 II. 이론적 배경
  2.1. 다중지능의 개념
  2.2. 다중지능 언어교수법
  2.3. 읽기와 어휘학습
 III. 연구 내용 및 방법
  3.1. 연구 대상
  3.2. 실험절차 및 처치
  3.3. 수업의 실제
  3.4. 연구가설
 IV. 연구 결과 분석
  4.1. 읽기 능력에 대한 결과 분석
  4.2. 어휘 회상도에 대한 결과 분석
  4.3. 정의적 영역에 대한 결과 분석
 V. 결론 및 제언
 인용문헌

키워드

저자

• 김낙외 [ Kim, Nahk-Wae | 충렬여자중학교 ]
• 민수정 [ Min, Sujung. | 공주대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820