작업기억 용량과 어휘 학습 유형이 중학생의 영어 다어동사 습득에 미치는 영향

• 영문명: The effects of working memory capacity and types of vocabulary learning on Korean middle school students English multi-word verb acquisition
• 발행기관: 한국외국어교육학회
• 저자명: 정현정(Jung, Hyun-jung) 이은주(Lee, Eun-Joo)
• 간행물 정보: 『Foreign Languages Education』Vol.22 No.4, 201~225쪽, 전체 25쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.12.30

영문 초록

This study investigates the effects of working memory capacity (WMC) and the types of vocabulary learning, i.e., explicit vs. implicit, on the acquisition of English multi-word verbs. For this purpose, a total of 60 middle school students, divided into two groups (control and experimental), participated in the study. The participants in the control group were taught multi-word verbs in a traditional and explicit manner, whereas the participants in the experimental group wereexposed to multi-word verbs with short passages. The results manifested that both of the instructional styles had positive effects on the learners’ acquisition of multi-word verbs in the short-term. Although there was not a significant interaction between WMC and the overall scores on the immediate post-test, according to the scores on the gap-fill tasks which tested learners’ productive knowledge, there were significant differences between the low-WMC and high-WMC groups. High-WMC students learned more target multi-word verbs than low-WMC students on average. The results also showed that WMC and the two different learning types did not affect the students’ acquisition of multi-word verbs in the long-term. Further, the interaction effect between WMC and learning type in the long-term was not significant.

목차

I. 서론

II. 선행연구

III. 연구 방법

IV. 결과 및 논의

V. 결론

참고문헌

키워드

작업기억 작업기억 용량 다어동사 구절동사 working memory WMC multi-word verb phrasal verb