코퍼스를 활용한 한국 대학생들의 영어 형용사 유의어 학습효과
The Effects of Corpus-based Instruction on Korean University Students’ Acquisition of English Adjective Synonyms
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This study aims to examine the effects of the corpus-based instruction on Korean university students’ learning of the colligation and collocation of adjective synonyms in English. With the participation of 135 Korean university students divided into the experimental group and the control group, it uses the BNC (British National Corpus) web and analyzes six pairs of adjective synonyms through the natural usage of colligation and collocation. During the six-week period of the experiment, the former group was given concordances through the corpus, while the latter group was instructed using definitions and examples. Both groups were administered a pretest and a posttest to identify the effects of the corpus-based instruction on the students’ acquisition of the colligation and collocations of English adjective synonyms. The results were as follows. First, although the mean differences between the groups did not always show a statistical significance, the students in the experimental group scored consistently higher than those in the control group. This implies that teaching through the corpus seems to positively affect the Korean students’ learning of English adjective synonyms. Second, it is more effective to use the authentic corpus usage than to give students definitions and examples explicitly when we teach English synonyms. Third, we can lead students to naturally learn the usage of English adjective synonyms without mechanical memorization by employing the corpus suitable to specific learning purposes and levels.
Abstract
This study aims to examine the effects of the corpus-based instruction on Korean university students’ learning of the colligation and collocation of adjective synonyms in English. With the participation of 135 Korean university students divided into the experimental group and the control group, it uses the BNC (British National Corpus) web and analyzes six pairs of adjective synonyms through the natural usage of colligation and collocation. During the six-week period of the experiment, the former group was given concordances through the corpus, while the latter group was instructed using definitions and examples. Both groups were administered a pretest and a posttest to identify the effects of the corpus-based instruction on the students’ acquisition of the colligation and collocations of English adjective synonyms. The results were as follows. First, although the mean differences between the groups did not always show a statistical significance, the students in the experimental group scored consistently higher than those in the control group. This implies that teaching through the corpus seems to positively affect the Korean students’ learning of English adjective synonyms. Second, it is more effective to use the authentic corpus usage than to give students definitions and examples explicitly when we teach English synonyms. Third, we can lead students to naturally learn the usage of English adjective synonyms without mechanical memorization by employing the corpus suitable to specific learning purposes and levels.
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