Your browser does not support the PubReader view.
Go to this page to see a list of supporting browsers.
The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp.320-335
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2022
Received 25 Jan 2022 Revised 18 Mar 2022 Accepted 29 Mar 2022
DOI: https://doi.org/10.15738/kjell.22..202203.320

짝 활동 유형에 따른 초등 영어 학습자의 어휘 성취도와 정의적 반응 비교 연구

Mi Kyung Yu ; Kyoung Rang Lee
(1st author) Teacher, Yongjuk Elementary School, Tel: (031) 639-9677 mocha2d@korea.kr
(corresponding author) Professor, Department of English Language and Literature, Sejong University, Tel: (02) 3408-3118 kranglee@sejong.ac.kr
The effects of pair types on Korean elementary English learners’ vocabulary learning performance and affective factors


© 2022 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study was planned to compare the effects of two different pair types, finding their own learning buddies (favorite-pair) and being paired based on their proficiency gap (ZPD-pair), on their vocabulary learning performance and emotional responses. Thirty-six Korean elementary English learners in a suburban area participated, 18 for favorite-pairs and 18 for ZPD-pairs. To make ZPD-pairs, the teacher paired the students having the same proficiency gap (the first-ranked student with the tenth, the second one with the eleventh, etc.). The vocabulary learning performance between the two groups after the pairwork did not show any difference, except for the beginner groups. The significantly lower scores of the beginners at the ZPD-pair group than those at the favorite-pair group before the intervention were offset after the pairwork, which the previous studies had reported to be mutually beneficial both to the advanced and the beginners in the pairs. In contrast, the favorite-pair group liked the pairwork significantly more than the ZPD-pair group. This implies that the students’ emotional responses might not directly related to their vocabulary learning performances. Also, the results may be different with different age groups. Detailed results and discussions with related implications were given.

Keywords:

pair types, vocabulary learning performance, affective factors, favorite-pair, ZPD-pair, elementary English learners

Acknowledgments

This article is based on a part of the first author’s doctoral dissertation from Sejong University.

References

  • 교육부(Ministry of Education). 1998. 「제 7차 초등학교 교육과정 해설서(Handbook for Elementary Teachers on the 7th National Curriculum)」. 서울: 대한교과서(Seoul: Daehan Textbook).
  • 김성식(Kim, S.). 2004. 초등학교 영어 교육을 위한 어휘 중심 교수법 수업 모형과 어휘 자료 개발에 관한 연구(A Study on the Development of Instruction Model of the Lexical Approach and Lexical Data for English Teaching in Elementary School). Doctoral dissertation, Korean National University of Education.
  • 김영숙(Kim, Y.). 2002. 「초등영어 어휘 교육(Teaching Vocabualry in Primary English)」. 서울: 한국문화사(Seoul: Hankook Munhwasa).
  • 김영현, 박영임, 조은희(Kim, Y., Y. Park and E. Cho). 2008. 초등 영어 교재의 명사 어휘 조사 분석(Surveys and analyses of the vocabulary of nouns in the elementary school English coursebooks), ≪초등영어교육≫(Primary English Education), 14-1, 99-125.
  • 김정권(Kim, J.). 2006. 근접발달영역(ZPD)을 활용한 초등학교 영어 수업 모델 방안 연구(A Study on an Efficient English Class Model in Elementary School Based on ZPD). Doctoral dissertation, Kookmin University.
  • 백순근(Baek, S.). 1999. Vygotsky의 ZPD 이론이 향상도 평가에 주는 시사(Implications of Vygotsky's theory of the Zone of Proximal Development for evaluating learner's progress). ≪교육평가연구≫(Journal of Educational Evaluation), 12-1, 191-214.
  • 서울특별시교육청(Seoul Metropolitan Office of Education). 2021. 2021 서울 영어 공교육 활성화 추진 계획(2021 implementation plans for secondary English education in Seoul). 중등교육과(Secondary Education Division).
  • 안호영, 강성관, 손현성(Ahn, H., S. Kang and H. Sohn). 2007. 초등학교 영어 교과서의 초기 읽기 활동 분석(Analysis of beginning reading activities in the elementary school English textbooks). Studies in English Education 12-1, 124-144.
  • Andrew, W. 2011. The effectiveness of repeating dictogloss in promoting new vocabulary noticing. English Teaching 66-1, 65-90. [https://doi.org/10.15858/engtea.66.1.201103.65]
  • Berk, L. and A. Winsler. 1995. Scaffolding Children’s Learning: Vygotsky and Early Childhood Education. Washington, DC: National Association for the Education of Young Children(NAEYC).
  • Crystal, D. 1986. Listen to Your Child. London: Penguin Books.
  • Dee Groot, A. and K. Rineke. 2000. What is hard to learn is easy to forget: The roles of word concreteness, cognate status, and word frequency in foreign-language vocabulary learning and forgetting. Language Learning 50-1, 1-56. [https://doi.org/10.1111/0023-8333.00110]
  • Donato, R. 1994. Collective scaffolding in second language learning. In J. Lantolf and G. Appeal, eds., Vygotskian Approaches to Second Language Research, 33-56. Norwood, NJ: Ablex Publishing Corporation.
  • Gallimore, R. and R. Tharp. 1988. Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. New York: Cambridge University Press.
  • Lewis, M. 1993. The Lexical Approach: The State of ELT and the Way Forward. Hove: Language Teaching Publications.
  • Lewis, M. 1997. Implementing the lexical approach: Putting theory into practice. Language Teaching and Linguistics Abstracts 13, 221-246.
  • MaCarthy, M. 1990. Vocabulary. Oxford: Oxford University Press.
  • Mackey, A., A. Kanganas and R. Oliver. 2007. Task familiarity and interactional feedback in child ESL classrooms. TESOL Quarterly 41-2, 285-312. [https://doi.org/10.1002/j.1545-7249.2007.tb00060.x]
  • Michell, R. and F. Myles. 2004. Second Language Learning Theories. London: Hodder Arnold.
  • Oliver, R. 2000. Age differences in negotiation and feedback in classroom and pairwork. Language Learning 50-1. 119-151. [https://doi.org/10.1111/0023-8333.00113]
  • Sinclair, J. 1991. Corpus, Concordance, Collections. Oxford: Oxford University Press.
  • Tudge, J. 1991. Feedback as a “Zone of Proximal Development”. Paper presented at the Biennial Meeting of the Society for Research in Child Development, Seattle, WA.
  • Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Process. Cambridge, MA: Harvard University Press.
  • Wilkins, D. 1972. Linguistics and Language Teaching. London: Edward Arnold.
  • Xu, Y., J. Gelfer and P. Perkins. 2005. Using peer tutoring to increase social interactions in early schooling. TESOL Quarterly 39-1, 83-106. [https://doi.org/10.2307/3588453]