의도적 어휘 학습 과업의 효과: 관여도 가설을 중심으로
Effects of vocabulary learning involvement on intentional vocabulary learning by Korean university students
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참고문헌
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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.
Abstract
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.
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