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How to Present New Words: An Empirical Study & Students' Perception

Kwon, Sohee
한국영어교육학회 (Korea Association Of Teachers Of English)|2004.09|영어교육 (English Teaching)|제59권 제3호|pp. 247-270

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참고문헌

주제분류영어와문학

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Abstract

In spite of the essential role of vocabulary in second language learning, there are disagreements about how learners can acquire vocabulary effectively. Thus, this study examines whether different approaches to vocabulary presentation, in particular the order of procedures and the quality of the teachers’ language, affects students’ vocabulary learning. At the same time, this study also examines whether the type of assessment tasks make any difference on subjects' performance. Furthermore, it investigates how learners perceive vocabulary learning and teaching strategies. The participants were 134 high school students divided into four groups. Each group was given a different vocabulary treatment in the study phase. Immediately after this phase, all four groups were given the same vocabulary test, and later a survey on strategies. The results show that there was no treatment effect on vocabulary test scores. On the other hand, the type of assessment tasks affected the subjects’ performance on the test. The subjects gained the best score in the task where they were asked to choose an appropriate English word to match a Korean equivalent. This study reveals that learners consider guessing strategies most useful.

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