한국 고등학생들을 대상으로 한 코퍼스 기반 어휘 및 문법 학습의 효과
The effects of corpus-based learning of vocabulary and grammar on Korean high-school students
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This study examines the effects of corpus-based learning of vocabulary and grammar according to proficiency level and surveys the Korean high-school students’ attitudes toward corpus-based language learning. A total of 100 students participated in a three-week session of either corpus-based learning or traditional instruction, followed by two post-tests. Those who experienced corpus-based learning also answered the attitude-questionnaire. The main findings of the study are as follows. (1) Corpus-based vocabulary learning was more effective than traditional instruction with high-level students. (2) For both high- and low-level students, there was no significant difference in the effects of grammar learning between corpus-based and traditional instruction. (3) The high-level students were more positive about corpus-based language learning than the low-level students, but in general, the students showed favorable attitudes towards the corpus-based language learning. The paper discusses the findings and concludes with some pedagogical implications and suggestions for future research.
Abstract
This study examines the effects of corpus-based learning of vocabulary and grammar according to proficiency level and surveys the Korean high-school students’ attitudes toward corpus-based language learning. A total of 100 students participated in a three-week session of either corpus-based learning or traditional instruction, followed by two post-tests. Those who experienced corpus-based learning also answered the attitude-questionnaire. The main findings of the study are as follows. (1) Corpus-based vocabulary learning was more effective than traditional instruction with high-level students. (2) For both high- and low-level students, there was no significant difference in the effects of grammar learning between corpus-based and traditional instruction. (3) The high-level students were more positive about corpus-based language learning than the low-level students, but in general, the students showed favorable attitudes towards the corpus-based language learning. The paper discusses the findings and concludes with some pedagogical implications and suggestions for future research.
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