The Korean Association for the Study of English Language and Linguistics

Korean Journal of English Language and Linguistics - Vol. 19 , No. 3
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Korea Journal of English Language and Linguistics - Vol. 19, No. 3, pp. 560-586
Abbreviation: KASELL
ISSN: 1598-1398 (Print)
Print publication date 30 Sep 2019
Received 10 Aug 2019 Revised 10 Sep 2019 Accepted 19 Sep 2019
DOI: https://doi.org/10.15738/kjell.19.3.201909.560

초등영어 어휘지도에 관한 세 교사의 실천적 지식 및 수업실행
선민희 ; 안경자
교사, 오성초등학교, 경기도 평택시 오성면 숙성시장길 15, Tel: 031-681-3454 (sminhie@naver.com)
교수, 서울교육대학교 영어교육과, 서울 서초구 서초중앙로 96, Tel: 02-3575-2565 (kjahn@snue.ac.kr)

Three elementary English teachers’ practical knowledge and practices in teaching vocabulary
Min Hee Sun ; Kyungja Ahn
Teacher, Osung Elementary School, 15 Sukseongsijang-gil, Osung-myeon, Pyeongtaek-si, Gyeonggi-do, Tel: 031-681-3454 (sminhie@naver.com)
Professor, Department of English Education, Seoul National University of Education, 96 Seocho Jungang-ro, Seocho-gu, Seoul-si, Tel: 02-3575-2565 (kjahn@snue.ac.kr)
Abstract

This study aims to examine the practical knowledge and practices of three experienced elementary English teachers in teaching vocabulary and their students’ responses to their vocabulary instructions. Three English teachers were interviewed, and three lessons conducted by each teacher were video-recorded. Also, forty students of each teacher were surveyed. The data were analyzed quantitatively and qualitatively. The findings showed that all three teachers had practical cognitive systems and developed their own personal practical knowledge while they solved the problems and conflicts in teaching vocabulary based on their personal experiences and beliefs. Situational, social, personal, experiential, and theoretical orientations were revealed and interconnected in teachers’ practical knowledge. Teachers’ practical knowledge in teaching vocabulary differed in terms of the resources of vocabulary taught, vocabulary use and practice, concepts of vocabulary teaching and learning, teaching pronunciation of words. All three teachers enacted vocabulary teaching based on their practical knowledge. Three teachers’ vocabulary instruction was similar in terms of repeated, continuous, and explicit vocabulary teaching. The students showed positive responses to their teachers’ various vocabulary tasks, ongoing pronunciation practices, and multiple opportunities for learning and using vocabulary respectively. Further important implications are discussed regarding English teacher education and elementary English teaching focusing on vocabulary instruction and teacher knowledge.

Keywords: elementary English teacher, practical knowledge, instructional practice, teaching vocabulary, English teacher education
Acknowledgments

본 논문은 제 1저자의 석사학위 논문을 수정·보완한 것임.

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