과제 관여도와 학습자의 영어능숙도가 영어어휘 학습에 미치는 효과
The effects of task-induced involvement and learners' English proficiency on English vocabulary learning
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The purpose of this study is to investigate the effects of task-induced involvement and learners'English proficiency on English vocabulary learning. A total of 79 low proficient students fromuniversity A and 47 high proficient students from university B were randomly assigned to threedifferent subgroups and asked to complete three different types of vocabulary tasks respectively. The three tasks varied in terms of involvement: reading comprehension, reading comprehensionplus fill-in-the-blanks, and sentence writing tasks. Ten target words, in the form of nonsensewords were created and replaced ten English words in two reading texts. The time on tasks wascontrolled in 20 minutes. After completing these tasks, students took immediate receptive andproductive post tests. Two weeks later, they took delayed receptive and productive post tests. The results showed that as for low proficient learners, there were no significant differencesbetween the scores of the three groups in immediate productive post-tests and delayed receptiveand productive post-tests. Differences were revealed only in the immediate receptive post-test. However, with respect to the high proficient learners, there were significant differences betweenall four measures. The results also showed a significant interaction between task types andlearners' proficiencies in immediate productive post-test and delayed receptive and productivepost-test. The result of this study did not confirm involvement load hypothesis in the lowproficient group. This study suggests that designing tasks for better vocabulary learning shouldbe considered for lower proficient learners.
Abstract
The purpose of this study is to investigate the effects of task-induced involvement and learners'English proficiency on English vocabulary learning. A total of 79 low proficient students fromuniversity A and 47 high proficient students from university B were randomly assigned to threedifferent subgroups and asked to complete three different types of vocabulary tasks respectively. The three tasks varied in terms of involvement: reading comprehension, reading comprehensionplus fill-in-the-blanks, and sentence writing tasks. Ten target words, in the form of nonsensewords were created and replaced ten English words in two reading texts. The time on tasks wascontrolled in 20 minutes. After completing these tasks, students took immediate receptive andproductive post tests. Two weeks later, they took delayed receptive and productive post tests. The results showed that as for low proficient learners, there were no significant differencesbetween the scores of the three groups in immediate productive post-tests and delayed receptiveand productive post-tests. Differences were revealed only in the immediate receptive post-test. However, with respect to the high proficient learners, there were significant differences betweenall four measures. The results also showed a significant interaction between task types andlearners' proficiencies in immediate productive post-test and delayed receptive and productivepost-test. The result of this study did not confirm involvement load hypothesis in the lowproficient group. This study suggests that designing tasks for better vocabulary learning shouldbe considered for lower proficient learners.
참고문헌 (21)
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