중학교 1학년 학습자의 추상명사 판별도 및 판단 준거 분석

Abstract

This study aims to establish an empirical foundation for vocabulary education by investigating the tendency and criteria of how first-year middle school learners identify abstract nouns. To this end, data from 110 first-year middle school students were collected from a series of abstract noun identification tests. The tests included 18 nouns (abstract and concrete nouns) that were operationally selected by several experts and 6 criteria for judging abstract nouns referring to previous studies. A correlation analysis and logistic regression were applied to the 771 responses. As a result, learners' identification rate of abstract nouns showed a high negative correlation with that of nouns. Among the criteria for judging abstract nouns, 'the image that comes to mind is different for each person' has been proven to be the most useful criterion for judgment. 6 criteria for perceiving abstract nouns were discussed in comparison with each other according to the odds ratio obtained from logistic regression analysis. Educational implications from the results were also suggested.