시각적 입력강화가 한국 고등학생의 단기 및 장기 연어기억과 영어지문 내용 기억에 미치는 영향
The effects of visual input enhancement on Korean high school students’ short- and long-term retention of English collocations and memory of text contents
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초록
Recent findings indicate that visual input enhancement (VIE) is likely to promote memory of English collocations, but may be detrimental to remembering text contents. However, there is still a lack of empirical evidence on this potential trade-off between memory of English collocations and text contents. Furthermore, it is unclear whether VIE may lead to long-term retention of enhanced collocations. To address these issues, Korean eleventh graders (N = 99) were instructed to read (a) an experimental passage containing enhanced (i.e., boldfaced and highlighted) collocations or (b) the same text containing unenhanced collocations. They then responded to immediate collocation and recall tests, followed by a one-week delayed collocation test. According to the immediate and delayed collocation test results, VIE was significantly effective in both short- and long-term retention of English collocations. Interestingly, however, the recall test results showed no detrimental effects of VIE on recollecting text contents, meaning that there was no significant trade-off effect. The present findings add to the current literature on L2 vocabulary acquisition and have an important bearing on L2 pedagogy.
Abstract
Recent findings indicate that visual input enhancement (VIE) is likely to promote memory of English collocations, but may be detrimental to remembering text contents. However, there is still a lack of empirical evidence on this potential trade-off between memory of English collocations and text contents. Furthermore, it is unclear whether VIE may lead to long-term retention of enhanced collocations. To address these issues, Korean eleventh graders (N = 99) were instructed to read (a) an experimental passage containing enhanced (i.e., boldfaced and highlighted) collocations or (b) the same text containing unenhanced collocations. They then responded to immediate collocation and recall tests, followed by a one-week delayed collocation test. According to the immediate and delayed collocation test results, VIE was significantly effective in both short- and long-term retention of English collocations. Interestingly, however, the recall test results showed no detrimental effects of VIE on recollecting text contents, meaning that there was no significant trade-off effect. The present findings add to the current literature on L2 vocabulary acquisition and have an important bearing on L2 pedagogy.
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