입력강화, 주석, 그리고 영어능력이 연어습득에 미치는 영향
Effects of textual enhancement, glossing, and English proficiency on collocation acquisition
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본 연구는 입력강화, 주석, 그리고 영어능력이 한국의 고등학생의 연어습득에 미치는 영향을 조사하였다. 이를 위해 일반계 고등학교 2학년 208명을 네 조건(입력강화, 주석, 입력강화+주석, 통제)에 배정되었고, 해당되는 조건의 영어지문을 의미중심으로 읽도록 하였다. 필러활동(정규수업) 이후, 이들은 목표연어의 형태리콜 및 형태+의미리콜 시험에 응하였다. 형태리콜 결과에 따르면, 입력강화 그리고 입력강화+주석은 목표연어형태기억에 긍정적인 효과를 나타낼 수 있는 것으로 나타났지만, 주석은 목표연어기억에 도움이 되지 않은 것으로 나타났다. 형태+의미리콜 분석 결과, 입력강화+주석만이 형태+의미기억에 긍정적 효과가 있는 것으로 나타났다. 이러한 결과는 입력강화와 주석을 동시에 사용하는 것이 연어습득에 가장 효과적이며, 이와는 대조적으로 입력강화와 주석의 개별 사용은 그 효과가 제한적이거나 거의 도움이 되지 않을 수 있다는 것으로 해석된다. 본 연구의 새로운 결과는 제2언어습득 문헌에 중요한 공헌을 한 것으로 간주되며, 아울러 한국의 고등학생들의 연어습득과 이들을 위한 학습자료 제작에 교육적 시사점이 있다.
Abstract
We investigated the effects of textual enhancement, glossing, and English proficiency on the acquisition of English collocations in Korean high school students. To this end, 11th graders(n = 208) were assigned to one of the four conditions: (a) textual enhancement, (b)gloss, (c)textual enhancement+ gloss, and (d)control. They then were asked to read English text corresponding to one of the four conditions for meaning. After a filler activity(regular English instruction), they responded to a form and meaning recall test. Analyses of the form call results showed that textual enhancement and textual enhancement+glossing positively affected form recall of target collocations, whereas glossing made little difference. Analyses of form-meaning recall results indicated that only textual enhancement+glossing significantly enhanced memory of both form and meaning in target collocations. Collectively, these results suggest that using both textual enhancement and glossing may be the most effective in collocation acquisition, whereas separate use of textual enhancement and glossing may be limited or not effective. Novel findings of this study seem to make a significant contribution to the current L2 acquisition literature, and have important pedagogical implications of L2 learners of English and materials design for these learners.
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