한국 대학생들의 영어 어휘 전략 사용에 관한 연구
A study on vocabulary learning strategies used by Korean EFL college students
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This paper presents how Korean EFL college students perceive the importance of vocabularyknowledge, and how their perceptions are different according to their English proficiency. Italso examines the students’ use of vocabulary learning strategies, and how it differsaccording to their English proficiency. The relationship between the students’ use ofvocabulary learning strategies and their English proficiency is examined as well. In addition,the study seeks to identify the most significant factor affecting the students’ Englishproficiency. The participants were 94 students attending college in Seoul. The participantsanswered questionnaires. The scores of TOEIC tests were analyzed to examine the students’English proficiency. The results revealed that the participants perceived vocabulary as theweakest and the most urgent area of their English. The use of strategy, ‘Guessing fromtextual context’, was significantly correlated with the participants’ English proficiency, andwas found to be the most significant factor affecting their English proficiency. Implicationsand limitations are discussed
Abstract
This paper presents how Korean EFL college students perceive the importance of vocabularyknowledge, and how their perceptions are different according to their English proficiency. Italso examines the students’ use of vocabulary learning strategies, and how it differsaccording to their English proficiency. The relationship between the students’ use ofvocabulary learning strategies and their English proficiency is examined as well. In addition,the study seeks to identify the most significant factor affecting the students’ Englishproficiency. The participants were 94 students attending college in Seoul. The participantsanswered questionnaires. The scores of TOEIC tests were analyzed to examine the students’English proficiency. The results revealed that the participants perceived vocabulary as theweakest and the most urgent area of their English. The use of strategy, ‘Guessing fromtextual context’, was significantly correlated with the participants’ English proficiency, andwas found to be the most significant factor affecting their English proficiency. Implicationsand limitations are discussed
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