Development of a Learning Guidance Process to Foster Vocabulary Learning Skills

<p>We examined the effectiveness of vocabulary instruction practices in essay writing for the third grade of junior high school and identified two strategies. The first is to insert systematic vocabulary learning to learn the diversity and perception of vocabulary while exploring emotional vocabulary in the context of functional vocabulary learning, in which students try to use the right words to express emotions in their writing. The second is to position their own reflection activities on vocabulary and its use before the systematic vocabulary learning. Based on the description of reflection at each stage, we examined how the learning guidance process based on these strategies worked, and how learners gained recognition as a necessary force for vocabulary learning. As a result, learners may be aware of the relationship between vocabulary and emotions, the recognition of emotions by vocabulary, and may increase their awareness of vocabulary and its use, including attitudes. In addition, in fostering vocabulary learning ability, it is important to be aware of the issues of trying to find suitable words. However, since these are the results of a single practice, it is necessary to examine them through the accumulation of practical research, paying attention to the relationship between various factors such as the type and subject matter of the essay, the type of vocabulary to be handled, and the method of inquiry.</p>