연어 능력 향상의 효과성 메타 분석을 통한 군사영어 교육체계 개선 방향
Improving Military English Education based on the Analysis of Collocational Knowledge: A Meta-analysis
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학습자들의 성공적인 영어 학습에 관련하여 그들의 학습전략과 학습동기가 가장 주요한 요인으로 평가받고 있다. 특수목적영어 학습에 있어서 선행 연구들은 해당 특수목적의 영어를 학습하고자 하는 학습자들의 학습동기가 중요한 요인이라고 중지를 모은다. 본 연구에서는 학습자들에 대한 인터뷰와 구조방정식 모형이 포함된 혼합적 연구방법을 통해 특수목적영어 학습에서 학습자들의 학습전략에 초점을 두고자 한다. 6명과의 인터뷰에서 도출된 질적 연구방법의 결과는 그들이 군사영어 학습에 있어 어떠한 학습전략을 활용하는지 밝히고, 113명의 학습자들을 대상으로 실시한 설문조사를 통해 그들의 학습전략이 학습동기와 성취와 어떠한 관계를 갖는지를 양적 연구방법을 통해 검증한다. 연구 결과, 특수목적영어 학습에 있어 학습자들의 성취 향상을 위해 그들의 학습전략과 학습동기를 향상시키는 것의 중요성을 확인할 수 있었다. 이러한 연구결과가 갖는 여러 연구적, 교육적 함의에 대해서 논의하였다.
Abstract
One of the most important aspects of defining military English communication skills is learners' collocational knowledge, which can be defined as the extent to which learners understand recurring but arbitrary combinations of words, such as friendly fire or surgical strike. So, the current study was motivated to investigate if language educations designed to improve learners' collocational knowledge in varying contexts are overall effective and what are the roles of identified important instructional features and learner factors affecting the effectiveness. Based on a total of 82 effect sizes calculated from 28 independent samples (total number of learners included in the meta-analysis = 1,637), the results indicated that second language interventions had an overall positive medium-sized short-term (d = .79, SE = .13, p < .001) as well as long-term (d = .64, SE = .17, p < .001) impact on improving learners' collocational knowledge. Further, we identified six moderator variables and found that instructions were most effective for adult EFL learners, especially when delivered in corpus-based instructions for longer periods of time. How to effectively improve military English education based on the findings is further discussed.
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