The purpose of this study is to examine the effectiveness of using songs for improving vocabulary acquisition and memory. A total of 19 students who are learning Korean as a second language participated in this study. They were divided into two groups; the experimental group who had their vocabulary class with the aid of a song and the control group who had the same class but without using the song. The pre-test results showed that within the two groups, there were no significant differences in the participants' knowledge of the given words. Each group had an immediate post-test right after their class. After a two-week delay of no class, they took another post-test and were given a questionnaire. It was hypothesized that there would be a significant difference in both short-term and long-term memory between the two groups. Looking at the results, there was a significant difference in the immediate post-tests between the groups. While the use of song in vocabulary teaching did not have a considerable impact on the short-term memory of the participants, there was a significant difference found between the groups in the delayed post-tests. This indicates that the use of song has a great influence on transferring a short-term memory into a long-term memory. These findings suggest that the use of a song in teaching Korean vocabulary may aid in the acquisition and memorization of vocabulary. These would make a great contribution to developing teaching materials and learning strategies for KSL learners.

본 연구는 <K팝스타> 심사위원의 평가를 분석하여 유아평가에 주는 시사점이 무엇인지 살펴보고 향후 유 아평가가 나아갈 방향을 모색하는데 있어 기초자료를 제공하는 데에 그 목적을 두었다. 이를 위해 <K팝스타> 시즌 5를 중심으로 2015년 11월 4일부터 2016년 4월 10일까지 총 21회 방송분의 ‘VOD 다시보기’를 통 해 자료를 수집한 후 ‘질적인 내용분석 방법’으로 분석하였다. 연구결과, 이해성을 지닌 평가라고 한다면 반 영성과 유연성 그리고 전체성을 지닌 평가여야 하며, 이러한 평가과정을 통한 교사의 주관적 판단은 유아 의 발달정도를 정확하게 이해하고 그에 따른 적절한 지원이 가능하여 유아가 긍정적으로 발달해나갈 수 있 도록 도울 수 있게 된다.