Earticle

초록

영어

This research is to draw comparisons between the students' learning effectiveness when receiving instruction using individual strong intelligences in relation to instruction centered on language intelligence only. In this study Group A students were taught vocabulary using their strong intelligence, whereas group B was taught using the language intelligence method. Also, students were asked to write down their opinion of each class at the end of the class as a learning diary. These diary entries were then used to determine the students' satisfaction with the different methods of instruction. In conclusion the degree of vocabulary acquisition varied according to the learners' ability, whereupon originally competent learners tended to take advantage from the instruction centered only on language skills. Conversely, it was more beneficial to mid-level and low-level students to learn vocabulary via the multiple intelligence method. In addition to previous capability, the results indicated that the type of strong intelligence had an effect on the students' improvement. Finally, students had various opinions toward these lectures - the general consensus was that the instruction was interesting and engaging; however, they acknowledged the class lacked its usual level of organization and conduct.

목차

Abstract
 1. 들어가는 말
 2. 이론적 배경
  2.1 다중지능이론교육
  2.2 다중지능이론에 따른 효과적인 교수전략
  2.3 다중지능이론에 대한 비판
  2.4 다중지능이론에 대한 선행연구
 3. 연구 방법
  3.1 연구 대상
  3.2 연구 도구 및 설계
 4. 연구 결과 및 논의
  4.1 수업에서 나타난 학습자 수준에 따른 어휘력 향상의 차이
  4.2 수업에서 나타난 학습자의 강점지능 종류에 따른 어휘력 향상의 차이
  4.3 수업에 대한 학습자의 인식 분석
 5. 결론 및 제언
 참고문헌

키워드

저자

• 이지혜 [ Lee, Jihye | 서울우신초등학교 ] 제1저자
• 홍선호 [ Hong, Sun-ho | 서울교육대학교 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  언어학연구 [Journal of Linguistic Studies]

• 간기

  연3회

• pISSN

  1226-9859

• 수록기간

  1996~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 700 DDC 400