이야기 구성활동과 보드게임을 통한 초등학생의 어휘학습 효과 비교

Abstract

This study was intended to find out whether story-telling techniques and board games bring difference in elementary school students’ vocabulary achievement. Fifty-eight fourth graders were divided into two groups and each group was taught target vocabulary eight times over a period of four weeks. To avoid the practice effect of a particular technique, each method was applied alternately for each group. The results show story-telling techniques seem to be a more effective way of learning vocabulary since the students could provide better test scores for the vocabulary taught by story-telling techniques. After the experiment, a survey was administered to find out whether students considered learning new vocabulary through story-telling and board games effective and enjoyable. The survey results show that students seem to have enjoyed both methods though they preferred board games. However, it was found that students’ preference of board games was not related with the actual score of the vocabulary test. Based on the results, it can be concluded that teaching vocabulary through story-telling techniques give more positive influence to increase students’ vocabulary achievement than board games. However, board games can also be effective and motivating techniques for elementary school students’ vocabulary learning.