영어 어휘 제시 유형이 대학생의 영어 어휘 학습에 미치는 효과
The Effects of Presenting English Vocabulary on College Students’ Vocabulary Learning
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Learning vocabulary plays an important role in learning a foreign language. The major question to be answered in this field is: what is the most effective way to learn and memorize vocabulary? Semantically related words are thought to facilitate the process of L2 vocabulary learning. Recent studies, however, show that there has been no consensus about the result. In this study, three different ways of presenting semantically related words were applied to 56 undergraduate students. Vocabulary level testing was used to measure students’ breadth of vocabulary and to test the homogeneity of the three groups. A post-test was administered after the learning session, and 2 weeks later the delayed post-test was administered. The results showed that there was no significant difference between groups A (list-learning) and B (hypernym presented), but there was a statistically significant difference between groups A and C (sentence-level context). There was no interaction between groups or the time of the tests (post-test and delayed post-test). It has been suggested that presenting L1-L2 lists and words with hypernyms were effective ways to present words.
Abstract
Learning vocabulary plays an important role in learning a foreign language. The major question to be answered in this field is: what is the most effective way to learn and memorize vocabulary? Semantically related words are thought to facilitate the process of L2 vocabulary learning. Recent studies, however, show that there has been no consensus about the result. In this study, three different ways of presenting semantically related words were applied to 56 undergraduate students. Vocabulary level testing was used to measure students’ breadth of vocabulary and to test the homogeneity of the three groups. A post-test was administered after the learning session, and 2 weeks later the delayed post-test was administered. The results showed that there was no significant difference between groups A (list-learning) and B (hypernym presented), but there was a statistically significant difference between groups A and C (sentence-level context). There was no interaction between groups or the time of the tests (post-test and delayed post-test). It has been suggested that presenting L1-L2 lists and words with hypernyms were effective ways to present words.
참고문헌 (20)
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