초록 열기/닫기 버튼
This study examines the effects of paper advertising on 6th grade elementary school students' vocabulary ability and affective attitudes. The participants consisted of seventy-nine 6th grade students. The participants were assigned into two experimental groups and one control group. One experimental group was taught using a top-down processing method, wherein participants read paper advertisements first and subsequently learned vocabulary. The second group was taught using a bottom-up processing method which presented vocabulary first and later read advertisements. The results are as follows; first, both experimental groups using paper advertisement showed significant results in terms of vocabulary ability as opposed to the control group. Second, the effectiveness of vocabulary teaching is affected differently by students' current language level. The middle level group showed the only statistically significant difference. However, the upper level students displayed a greater interest in learning vocabulary using advertisements. Furthermore, both lower level experimental groups showed more improvement when compared to lower and middle level of control group students. Third, participants of experimental groups responded that the vocabulary learning using paper advertising increased their confidence and interest. Lastly, there were no signigicant differences between the two experimental groups, and when they responded to questions regarding the categories of advertisement, it showed that they had performed better when they learned about that which they had interest.
키워드열기/닫기 버튼
paper advertising, top-down vocabulary teaching, bottom-up vocabulary teaching
