Role of Input and Output Task-induced Involvement in Korean EFL Learners’ Vocabulary Learning

• 발행기관: 한국외국어교육학회
• 저자명: Dongho Kang Tae-Il Pae
• 간행물 정보: 『Foreign Languages Education』Vol.27 No.1, 23~43쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2020.03.30

영문 초록

The study investigated how task types such as input or output could affect Korean EFL learners’ vocabulary learning at both short- and long-term periods after treatment. Forty two college students in Korea were randomly assigned to one of the four tasks. Based on Involvement Load Hypothesis, each task induced the same or different involvement loads: Read without glossary (Input), Gap with glossary (Input & Output), Gap without glossary (Input & Output), and Sentence and write (Output). Receptive and productive vocabulary knowledge was measured right after the treatment and a month later. The output-oriented tasks were found to be more effective than the input-oriented tasks regardless of type of vocabulary knowledge. The current study concluded that modalities such as input or output other than task-induced involvement load can contribute to Korean EFL learners’ vocabulary learning. The pedagogical discussion will be made at the conclusion.

목차

I. Introduction

II. Literature Review

III. Method

IV. Results

V. Conclusion and Implication

References

키워드

과업 유도 참여 입력 출력 어휘 학습 task-induced involvement input output vocabulary learning