삽화가 초등영어 학습자의 어휘 학습에 미치는 영향

Abstract

The purpose of the study is to investigate the effect of the proportion of illustrations on vocabulary acquisition for elementary English learners. The experiment was conducted in a way that divided into the experimental and comparative groups in the 4th and 6th grades and provided different amounts of illustrations. The study results are as follows. First, illustrations helped students improve their short-term vocabulary learning ability. Both groups improved their ability, but the group who received 100% illustrations improved their short-term vocabulary ability more than the group that received illustrations in part. Second, illustrations helped students improve their long-term vocabulary learning ability. Especially, the group who received 100% illustrations improved their long-term vocabulary ability more than the group that received illustrations in part. Third, the proportion of illustrations had different effects depending on the learners’ grades and levels. Fourth graders who were provided with all illustrations had significant differences in vocabulary learning compared to those who were partially provided with illustrations regardless of the learners’ level. On the other hand, in the 6th grade, the proportion of illustrations only at the lower level had a significant difference in vocabulary learning. Fourth, illustrations had a positive effect on the students’ affective aspect. The findings imply that the proportion of illustrations should be provided depending on students’ grades and levels for their vocabulary learning.