문맥상의 L2 어휘 학습연구: 학습 전략, 배경 지식을 사용한 학습연구를 통한 새로운 어휘 추론 전략 제시
Study on L2 vocabulary learning in context: Suggesting new vocabulary inferencing strategies using learning strategies and background knowledge
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
This study looks into the strategy and knowledge that students use for second language vocabulary inference. Using introspective and think-aloud protocol techniques, this study investigated learners' use of vocabulary knowledge in a context and their inference strategy. The participants of the study tried to infer the meaning of new vocabulary in context. The results of the study are as floows. First, even though the learners used commonly used strategy and knowledge to infer the meaning of new vocabulary in context, they did not always directly connected it via successful vocabulary inference. Second, different strategies brought successful vocabulary inference in different ways. Therefore, the participants used more various and newer strategies than the successful inference strategy that the existing studies show. In conclusion, when inferring vocabulary, this supports an inference model that distinguishes between an ability to use various knowledge effectively and a strategy. In addition, this study will discuss educational and theoretical results, as well as implications of the integrated vocabulary inference model. Moreover, it also mentions newly emerging inference strategies in vocabulary learning research, as well as a direction for future eduction on learning vocabulary in context using the inference strategy.
Abstract
This study looks into the strategy and knowledge that students use for second language vocabulary inference. Using introspective and think-aloud protocol techniques, this study investigated learners' use of vocabulary knowledge in a context and their inference strategy. The participants of the study tried to infer the meaning of new vocabulary in context. The results of the study are as floows. First, even though the learners used commonly used strategy and knowledge to infer the meaning of new vocabulary in context, they did not always directly connected it via successful vocabulary inference. Second, different strategies brought successful vocabulary inference in different ways. Therefore, the participants used more various and newer strategies than the successful inference strategy that the existing studies show. In conclusion, when inferring vocabulary, this supports an inference model that distinguishes between an ability to use various knowledge effectively and a strategy. In addition, this study will discuss educational and theoretical results, as well as implications of the integrated vocabulary inference model. Moreover, it also mentions newly emerging inference strategies in vocabulary learning research, as well as a direction for future eduction on learning vocabulary in context using the inference strategy.
참고문헌 (41)
- Andre, M., "The development and evolution of a self-questioning study technique", Reading Research Quarterly, 14, pp.605~623 (1978)
- Auerbach, E. R., "“It's not the English thing": Bring Reading research into the ESL classroom", TESOL Quarterly, 31, pp.237~261 (1997)
- Bensoussan, M., "Lexical guessing in context in-EFL reading comprehension", Journal of Research in Reading, 7, pp.15~31 (1984)
- Block, E. L., "See how they read:Compehension monitoring of L1 and L2 readers", TESOL Quarterly, 26, pp.319~343 (1992)
- Brown, C., "Factors affecting the acquisition of vocabulary:Frequency and saliency of words in: Second Language reading and vocabulary learning" (1993), Ablex
- Carrell, P. L., "Some causes of text-boundedness and schema interference in ESL reading in: Interactive approaches to second language reading", pp.101~113 (1998), Cambridge University Press
- Carter, R. A., "Vocabulary and language teaching" (1998), Longman
- Coady, J., "High frequency vocabulary and reading proficiency in ESL readers in: Second language reading and vocabulary learning" (1993), Ablex
- Cooper, T. C., "Prosseing of idioms by L2 learner of English", TESOL Quarterly, 33, pp.233~262 (1999)
- Bot, K., "Toward a lexical processing model for the study of second language vocabulary acquisition:Evidence from ESL reading", Studies in Second Language Aquisition, 19, pp.309~329 (1997)
- Devine, J., "The role of metacognition in second language reading and writing in: Reading in the composition classroom: Second language perspectives" (1993), Heinle & Heinle
- Dubin, F., "Predicting word meanings from contextual clues: Evidence from L1 readers in: Second language reading and vocabulary learning" (1993), Ablex
- Ellis, N. C., "Vocabulary acquisition: Word structure, collocation, word-class, and meaning in: Vocabulary: Description, acquisition and pedagogy" (1997), Cambridge University Press
- Ellis, N., "Factors affecting the learning of foreign language vocabulary: Imagery ketword mediators and phonological short-term memory", Quarterly Journal of Experimental Psychology, 46(3), pp.533~558 (1993)
- Frase, J., "Effect of question production and answering on prose recall", Journal of Educational Psychology, 67, pp.628~635 (1975)
- Fraser, C. A., "Lexical processing strategy use and vocabulary learning through reading", Studies in Second Language Acquisition, 21, pp.225~241 (1999)
- Haastrup, K., "Lexical inferencing procedures or talking about words: Receptive procedures in foreign language learning with special reference to English" (1991), Gunter Narr
- Harley, B., "Vocabulary learning in the content-oriented second-language learning classroom:Student perceptions and proficiency", Language Awareness, 9, pp.78~96 (2000)
- Haynes, M., "Patterns and perils of guessing in second language reading in: Second languge reading and vocabulary learning" (1993), Ablex
- Hirsh, D., "What vocabulary size is needed to unsimplified texts for pleasure?", Reading in a Forign Language, 8, pp.689~696 (1992)
- Huckin, T., "Strategies for inferring word meaning in context in: Second Language reading and vocabulary learning" (1993), Ablex
- Huckin, T., "Incidental vocabulary acquisition in a second language", Studies in Second Language Acquisition, 21, pp.181~193 (1999)
- Hudson, T., "The effects of induced schemata on the "short circuit" in L2 reading: Non-decoding factors in L2 reading performance", Language Learning, 23, pp.1~31 (1982)
- Hulstijin, J., "Retention of inferred and given word meanings: Experiments in incidental vocabulary learning in: Vocabulary and applied linguistic" (1992), Macmillan
- Joe, A., "Text-based tasks and incidental vocabulary learning" (1995), English language Institute
- Kern, R. G., "Second language reading stratege instruction:Its effect on comprehension and word inference ability", Modern Language Journal, 73, pp.135~148 (1989)
- Laufer, B., "What percentage of text-lexis is essential for comprehenshion? in: Special language: From humans thinking to thinking machines" (1988), Multilingual Matters
- Laufer, B. A., "Factor of difficulty in vocabulary learning,deceptive transparency", AILA Review, pp.10~20 (1989)
- Laufer, B., "Taking the easy way out: Non-use and misuse of contextual clues in EFL reading comprehension", English teaching Forum, 23, pp.7~10 (1985)
- Liu, N., "Factors affecting quessing vocabulary in context", RELC journal, 16, pp.33~42 (1985)
- Laufer, B. A., "Factor of difficulty in vocabulary learning, deceptive transparency" (1989)
- Nassaji, H., "Schema theory and knowledge-based processes in second language reading comprehension:A need for alternative perspective", Language Learning, 52, pp.439~481 (2002)
- Nassaji, H., "Higher-level and lower-level text processing skills in advanced ESL reading comprehension", Modern Language Journal, 87, pp.261~276 (2003)
- Nation, I. S. P., "Teaching and learning vocabulary" (1990), Newbury House
- Olson, G M., "Thinking-ou-loud as a method for studying real-time comprehension processes in: New methods in reading comprehension research", pp.253~286 (1984), Erlbaum
- Paribakht, S., "Reading and "incidental" L2 vocabulary acquisition: An introspective study of lexical inferencing", Studies in Second language acquisition, 21, pp.195~224 (1999)
- Parry, K., "Two amny words: Learning the vocabulary of an academic subject in: Second language reading and vocabulary learning" (1993), Ablex
- Pressley, M., "Cognitive strategies:Good strategy users coordinate metacognition and knowledge", Annals of Child Development, 4, pp.89~129 (1987)
- Qian, D., "Depth of vocabulary knowledge: Assessing its role in adults' reading comprehension in Enlish as a second language", 박사, pp.1998
- Sanaoui, R., "Adult learners' approaches to learning vocabulary in second language", Modern Language Journal, 79, pp.15~28 (1995)
- Scherfer, P., "Indirect L2 vocabulary learning", Linguistics, 31, pp.1141~1153 (1993)