한국 영어 학습자의 연어 인식과 연어 사용 오류에 관한 연구
A Study on the Knowledge of English Collocations and the Errors in Their Use of Collocations among Korean College Students
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초록
The purpose of this study is to investigate Korean EFL learners’ knowledge and use of English lexical collocations in its relation to their general English proficiency (TOEIC test scores). Participants in the study were 227 college students from 6 different universities and were divided into three different groups based on their TOEIC test scores. The results are as follows: First, there was a significant difference in the students’ collocational competence depending on their general English proficiency. Also, there was a significant difference among the three groups in the performance of the collocation test. Second, the most difficult type was found to be verb+noun and the easiest one was noun+noun for all proficiency groups. Third, the learners' raw frequency or t-scores of corpus of each collocation did not always correlate with the scores of each question. Fourth, most students made much importance of individual words rather than the usage related to collocations even though they also notice the importance of vocabulary learning in English study. Pedagogical implications of this study are that Korean college students’ collocational competence is very limited and that teachers have a crucial role in the classroom by preparing learners to use a variety of English collocations. Practical collocations should be explicitly taught to learners depending on their proficiency level, too.
Abstract
The purpose of this study is to investigate Korean EFL learners’ knowledge and use of English lexical collocations in its relation to their general English proficiency (TOEIC test scores). Participants in the study were 227 college students from 6 different universities and were divided into three different groups based on their TOEIC test scores. The results are as follows: First, there was a significant difference in the students’ collocational competence depending on their general English proficiency. Also, there was a significant difference among the three groups in the performance of the collocation test. Second, the most difficult type was found to be verb+noun and the easiest one was noun+noun for all proficiency groups. Third, the learners' raw frequency or t-scores of corpus of each collocation did not always correlate with the scores of each question. Fourth, most students made much importance of individual words rather than the usage related to collocations even though they also notice the importance of vocabulary learning in English study. Pedagogical implications of this study are that Korean college students’ collocational competence is very limited and that teachers have a crucial role in the classroom by preparing learners to use a variety of English collocations. Practical collocations should be explicitly taught to learners depending on their proficiency level, too.
참고문헌 (27)
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