과업의 관여도 차이가 한국 대학생의 어휘 학습에 미치는 영향
Effects of task-induced vocabulary learning involvement on vocabulary learning by Korean university students
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The aims of the present study were to test the task-induced vocabulary learning involvementload hypothesis in Korean university context and investigate whether the tasks actually inducethe expected different levels of involvement load. A total of 75 English majors in a localuniversity were randomly assigned to three task conditions that involved different levels ofinvolvement: answering true-false questions after reading a glossed text, completing a gappedtext using exact words from a glossary, and completing a gapped text affixing words from aglossary. On completing the tasks, the students were asked to take two post vocabulary tests andcomplete a survey designed to measure the difference in the amount of “evaluation” occurringcognitively during the performance of the task. Despite the trend that higher involvement led tomore vocabulary learning, the results of a one-way analysis of variance showed no statisticallysignificant differences in vocabulary retention among the three groups. On the other hand, theresults of survey indicated that the group with the lowest involvement load achievedsignificantly lower scores, suggesting that the three tasks tapped different levels of vocabularylearning involvement. The theoretical and pedagogical implications of the study are discussed.
Abstract
The aims of the present study were to test the task-induced vocabulary learning involvementload hypothesis in Korean university context and investigate whether the tasks actually inducethe expected different levels of involvement load. A total of 75 English majors in a localuniversity were randomly assigned to three task conditions that involved different levels ofinvolvement: answering true-false questions after reading a glossed text, completing a gappedtext using exact words from a glossary, and completing a gapped text affixing words from aglossary. On completing the tasks, the students were asked to take two post vocabulary tests andcomplete a survey designed to measure the difference in the amount of “evaluation” occurringcognitively during the performance of the task. Despite the trend that higher involvement led tomore vocabulary learning, the results of a one-way analysis of variance showed no statisticallysignificant differences in vocabulary retention among the three groups. On the other hand, theresults of survey indicated that the group with the lowest involvement load achievedsignificantly lower scores, suggesting that the three tasks tapped different levels of vocabularylearning involvement. The theoretical and pedagogical implications of the study are discussed.
참고문헌 (28)
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