한국 고등학생의 듣기 이해에서 어휘 지식의 양과 깊이의 역할
The Roles of Breadth and Depth of Vocabulary Knowledge in Listening Comprehension
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The purpose of this study was to explore the relationships between (a) breadth of vocabulary knowledge and listening comprehension, (b) depth of vocabulary knowledge and listening comprehension and (c) differences between the roles of vocabulary breadth and vocabulary depth in listening comprehension. Ninety-two Korean high school English learners were recruited in order to gather empirical data by means of written tests such as vocabulary knowledge tests or listening comprehension test. The results of correlational and regressional analysis showed that vocabulary depth as well as vocabulary breadth is closely associated with listening comprehension and can account for much of listening comprehension variance. The major finding of the present study was that depth of vocabulary knowledge is more strongly interrelated with listening comprehension than breadth of vocabulary knowledge. Depth of vocabulary knowledge could make an additional and unique contribution to the prediction of the listening comprehension over the contribution offered by vocabulary size. Based on findings on the relational and explanatory roles, deep vocabulary knowledge proved to be fundamental for successful listening comprehension, in the sense that it makes immediate and unconscious processing possible. From a pedagogical point of view, the present study addresses the need for learners to deepen their vocabulary knowledge as well as expand their vocabulary breadth.
Abstract
The purpose of this study was to explore the relationships between (a) breadth of vocabulary knowledge and listening comprehension, (b) depth of vocabulary knowledge and listening comprehension and (c) differences between the roles of vocabulary breadth and vocabulary depth in listening comprehension. Ninety-two Korean high school English learners were recruited in order to gather empirical data by means of written tests such as vocabulary knowledge tests or listening comprehension test. The results of correlational and regressional analysis showed that vocabulary depth as well as vocabulary breadth is closely associated with listening comprehension and can account for much of listening comprehension variance. The major finding of the present study was that depth of vocabulary knowledge is more strongly interrelated with listening comprehension than breadth of vocabulary knowledge. Depth of vocabulary knowledge could make an additional and unique contribution to the prediction of the listening comprehension over the contribution offered by vocabulary size. Based on findings on the relational and explanatory roles, deep vocabulary knowledge proved to be fundamental for successful listening comprehension, in the sense that it makes immediate and unconscious processing possible. From a pedagogical point of view, the present study addresses the need for learners to deepen their vocabulary knowledge as well as expand their vocabulary breadth.
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