한국 고등학생들의 영어 어휘지식과 독해 및 듣기 이해와의 관계
The Relationship Between English Vocabulary Knowledge and Korean High School Students' Reading and Listening Comprehension
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This study aimed to investigate the relationship between size and depth of vocabulary knowledge and reading and listening comprehension of high school students learning English in Korea. One hundred twenty-four high school students who participated in this study were given two vocabulary knowledge test; a vocabulary levels test and a word associate tests The score of students' mock examinations was used for reading comprehension and listening comprehension ability. Results showed that a significantly high correlation occurred between the size and depth of vocabulary knowledge and reading comprehension scores, and the depth had a higher correlation than the size. As for listening comprehension, the size and depth significantly correlated with the listening comprehension score, but the vocabulary knowledge size had a higher correlation with listening comprehension than knowledge depth. Regression analysis results indicated that vocabulary size and depth had a significant predictive power of reading comprehension. The regression analysis of listening comprehension showed that the depth knowledge had more predictive power than the size. Regression results showed the depth knowledge had a higher predictive power on high-level reading groups than the vocabulary size. As for the low-level reading group, on the contrary, vocabulary knowledge size had higher predictive power than the depth. There were no significant regression results of vocabulary knowledge and listening comprehension. It has been suggested that learning the depth of vocabulary knowledge is needed to have a better reading and listening comprehension ability.
Abstract
This study aimed to investigate the relationship between size and depth of vocabulary knowledge and reading and listening comprehension of high school students learning English in Korea. One hundred twenty-four high school students who participated in this study were given two vocabulary knowledge test; a vocabulary levels test and a word associate tests The score of students' mock examinations was used for reading comprehension and listening comprehension ability. Results showed that a significantly high correlation occurred between the size and depth of vocabulary knowledge and reading comprehension scores, and the depth had a higher correlation than the size. As for listening comprehension, the size and depth significantly correlated with the listening comprehension score, but the vocabulary knowledge size had a higher correlation with listening comprehension than knowledge depth. Regression analysis results indicated that vocabulary size and depth had a significant predictive power of reading comprehension. The regression analysis of listening comprehension showed that the depth knowledge had more predictive power than the size. Regression results showed the depth knowledge had a higher predictive power on high-level reading groups than the vocabulary size. As for the low-level reading group, on the contrary, vocabulary knowledge size had higher predictive power than the depth. There were no significant regression results of vocabulary knowledge and listening comprehension. It has been suggested that learning the depth of vocabulary knowledge is needed to have a better reading and listening comprehension ability.
참고문헌 (25)
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