의도적 어휘 학습 과업의 효과

• 영문명: Effects of vocabulary learning involvement on intentional vocabulary learning by Korean university students
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 박주연 신유선 오준일
• 간행물 정보: 『영어교육연구』제34권 4호, 95~116쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2022.12.31

영문 초록

The purposes of the present study were to examine whether specially designed vocabulary- learning tasks would induce different levels of involvement and to explore whether higher levels of task-induced involvement would facilitate intentional vocabulary learning among Korean university students. A total of 78 university students majoring in English at a local university in Korea participated in the study. They were randomly assigned to three intentional vocabulary-learning conditions potentially inducing different levels of involvement: marking true-false statements, choosing the right words for blanks in statements, and writing the correct forms of words for blanks in statements, all using a glossary. On completing the experimental tasks, the participants were asked to complete a questionnaire intended to measure differences in the amount of involvement during task performance, as well as two post-tests of target vocabulary. A one-way analysis of variance and post-hoc comparisons clearly showed that the three tasks indeed induced different levels of involvement. However, analyses of the post-tests of target vocabulary revealed that the three tasks were effective for vocabulary learning but did not differ statistically significant from one another in terms of effects on vocabulary learning. The theoretical and pedagogical implications of the study are discussed, and future directions for research are suggested.

목차

I. 서론

II. 연구 배경 및 선행 연구

III. 연구 방법

IV. 결과 및 논의

V. 결론

참고문헌

키워드

관여도 가설 의도적 어휘 학습 명시적 어휘 지도 과업유형 어휘지식깊이 시험 involvement load hypothesis intentional vocabulary learning explicit vocabulary teaching task type Vocabulary Knowledge Scale