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How Do EFL University Learners Use Vocabulary Knowledge in Extensive Reading Classes?

김지혜
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2021.06|영어교육연구 (English Language Teaching)|제33권 제2호|pp. 1-21|DOI 10.17936/pkelt.2021.33.2.001

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키워드

vocabulary knowledgeextensive readingvocabulary size testreceptive and productive usewriting products
주제분류영어와문학

초록

The aim of the present study was to investigate how EFL university learners perform in extensive reading (ER) classes in regards to both receptive and productive use of vocabulary knowledge. In the EFL context of this study, Korean university students participated in in-class ER classes as a semester-long reading course. For the purpose of the study, the vocabulary size test (VST) including 140 items was conducted at the end of the semester, and book summary writing as a course assignment was done by each student. Results indicated that the more students read, the greater the vocabulary size would be while there were no relations between amount of reading and acquisition of difficult words. Students’ writing products showed how appropriately the students in ER classes used prepositions by matching various words although they lacked productive use of contents words. The outcomes of this study suggest how an ER approach positively affects EFL learners on developing vocabulary knowledge in both receptive and productive ways of learning. (164 words)

Abstract

The aim of the present study was to investigate how EFL university learners perform in extensive reading (ER) classes in regards to both receptive and productive use of vocabulary knowledge. In the EFL context of this study, Korean university students participated in in-class ER classes as a semester-long reading course. For the purpose of the study, the vocabulary size test (VST) including 140 items was conducted at the end of the semester, and book summary writing as a course assignment was done by each student. Results indicated that the more students read, the greater the vocabulary size would be while there were no relations between amount of reading and acquisition of difficult words. Students’ writing products showed how appropriately the students in ER classes used prepositions by matching various words although they lacked productive use of contents words. The outcomes of this study suggest how an ER approach positively affects EFL learners on developing vocabulary knowledge in both receptive and productive ways of learning. (164 words

참고문헌 (44)

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관련 논문AI추천

An Extensive Reading Study in University English Classes오경미한국영어학학회 · 영어학연구2011 · 제17권 제1호Extensive Reading Program in a University Writing Class: Vocabulary Use of Less Proficient Students김봉규팬코리아영어교육학회 · 영어교육연구2012 · 제24권 제2호L2 Reading Ability and Lexical Writing Development: Does University In-class Extensive Reading Work?김지혜, 전유아한국영어교육학회 · 영어교육2013 · 제68권 제4호The Effects of Reading-based Output Tasks on L2 Vocabulary Acquisition and Learning Strategies조영아대한영어영문학회 · 영어영문학연구2018 · 제44권 제3호Extensive reading in EFL contexts: How do EFL learners perceive use of extensive reading in Korean university classrooms?김지혜팬코리아영어교육학회 · 영어교육연구2016 · 제28권 제2호The Effect of Korean University Students’ Lexical Size and Coverage in Reading Comprehension in English신유선, 지희정현대영어교육학회 · 현대영어교육2017 · 제18권 제2호

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