한국 고등학생들의 영어 어휘학습책략 사용연구
A Study on Korean High School Students' Use of Vocabulary Learning Strategies
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The objective of this study is to investigate the use of learning strategies and beliefs of Korean high school students (Grades 1 and 3) when learning English vocabulary. The instrument used was based on Jun-Eon Park’s (2001), which was itself developed after Schmitt’s (1997). The results indicate that, to find the meaning of a new word, participants relied heavily on using bilingual dictionaries, guessing from textual context, and analyzing affixes and roots, while the strategies they used most often to consolidate the new word included saying it aloud, studying its spelling, and paraphrasing its meaning. Although “interacting with native speakers” and “using English language media” were not adopted as active means of consolidating the meaning of words, the respondents nevertheless evaluated them as very supportive in solidifying their fragile L2 word knowledge. Finally, higher-proficiency students were found to use a wider range of vocabulary learning strategies than lower-proficiency students.
Abstract
The objective of this study is to investigate the use of learning strategies and beliefs of Korean high school students (Grades 1 and 3) when learning English vocabulary. The instrument used was based on Jun-Eon Park’s (2001), which was itself developed after Schmitt’s (1997). The results indicate that, to find the meaning of a new word, participants relied heavily on using bilingual dictionaries, guessing from textual context, and analyzing affixes and roots, while the strategies they used most often to consolidate the new word included saying it aloud, studying its spelling, and paraphrasing its meaning. Although “interacting with native speakers” and “using English language media” were not adopted as active means of consolidating the meaning of words, the respondents nevertheless evaluated them as very supportive in solidifying their fragile L2 word knowledge. Finally, higher-proficiency students were found to use a wider range of vocabulary learning strategies than lower-proficiency students.
참고문헌 (18)
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