CEFR 단계에 따른 초등 교과서 및 학습자 어휘인지도 분석

Abstract

Objectives This study aims to specify what to consider when teaching the upper level of the elementary recommended vocabulary.
 Methods Vocabularies extracted from textbooks reflecting the 2015 curriculum and CEFR textbooks were described levels of EVP to investigate learners’ vocabulary awareness and the aspect of vocabulary being implemented in textbooks was analyzed. Vocabulary awareness survey items were confirmed through a preliminary survey targeting 20 students at Gunsan J elementary school. 27 survey items described by CEFR levels in EVP were analyzed in terms of usage in one type of Korean textbooks. Vocabulary awareness survey was conducted with 116 students of Gunsan J elemenatry school using a google survey.
 Results 12 vocabularies out of 27 have some usage in textbooks. The vocabulary awareness of the learners for the vocabulary usage described in the textbook was shown high. Although textbooks use only some usages of vocabulary, learners responded that they know other usages as well. Awareness of upper level vocabulary usage, not the CEFR Basic User, was also shown high.
 Conclusions Vocabulary awareness items that can be used in the classroom should be developed. EVP can be a basis for users to search for and utilize vocabulary usage to develop survey items. Since the results can be interpreted as the CEFR learner’s language proficiency, it can be effective tool for evaluating, analyzing and utilizing the learner’s vocabulary awareness. It is necessary to actively introduce various uses of vocabulary in elementary vocabulary instructions. In many cases, learners knew the usage of upper level's vocabulary usage even if those weren't used in textbook and weren't classified to the elementary recommended in curriculum. Therefore, Efficient vocabulary instruction will be possible, if the recommended vocabulary in the curriculum is used as a guideline, and vocabulary usage is taught in the class based on learners’ vocabulary awareness.