대학생 영어 어휘지도에서 동일 의미망 어휘군 지도와 동일 주제어 어휘군 지도의 효과 비교
An Effect Comparison of Same Semantic Words Clustering and Same Thematic Words Clustering in College English Vocabulary Teaching
1
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
The purpose of this study was to examine the necessity of reconstructing the presentation of vocabulary. Participants consisted of eighty two students who took the practical English at a university located in Chungnam province. The overall effect of vocabulary learning was examined through the comparison of the average of the comparison group (the semantic group vocabulary learning) and the experimental group (the thematic group vocabulary learning). The experimental results are as follows: First, the experimental group was found to be significantly more effective than the compared vocabulary group. Second, there was no difference in the learning effect of the receptive vocabulary knowledge area. However, the retention effects of the vocabulary learning in the lexical knowledge area showed that the experimental group was significantly higher than the compared group. Third, the application of vocabulary indicated that the experimental group was higher than the compared group, and so was its retention effect.
Abstract
The purpose of this study was to examine the necessity of reconstructing the presentation of vocabulary. Participants consisted of eighty two students who took the practical English at a university located in Chungnam province. The overall effect of vocabulary learning was examined through the comparison of the average of the comparison group (the semantic group vocabulary learning) and the experimental group (the thematic group vocabulary learning). The experimental results are as follows: First, the experimental group was found to be significantly more effective than the compared vocabulary group. Second, there was no difference in the learning effect of the receptive vocabulary knowledge area. However, the retention effects of the vocabulary learning in the lexical knowledge area showed that the experimental group was significantly higher than the compared group. Third, the application of vocabulary indicated that the experimental group was higher than the compared group, and so was its retention effect.
참고문헌 (33)
- 남승우, "메타분석을 통한 초등학생 영어 어휘 지도방법의 효과 비교", 교원교육, 32(2), pp.27~46 (2016), 교육연구원
- 문금현, "외국인을 위한 한국어 의미 교육의 현황과 전망", 한국어 의미학, 16, pp.143~177 (2005), 한국어의미학회
- 문금현, "한국어 어휘 교육의 현황과 과제", 언어와 문화, 6(1), pp.109~135 (2010), 한국언어문화교육학회[DOI]
- 성지혜, "영어의 간섭현상 분석을 통한 독일어 발음 및 어휘 교육", 교사교육연구, 52(3), pp.409~424 (2013), 과학교육연구소[DOI]
- 이민우, "반의관계를 이용한 한국어 교육 방안", 이중언어학, (49), pp.219~242 (2012), 이중언어학회[DOI]
- 이정희, "효과적인 한국어 어휘 교육을 위한 자료 개발의 실제", 이중언어학, (42), pp.195~218 (2010), 이중언어학회[DOI]
- 장현수, "어휘제시방법의 차이가 중학교 영어학습자들의 어휘학습에 미치는 영향", 석사, 영어교육, pp.2009
- 최명원, "L2 어휘 학습에 나타나는 L1 다의어의 간섭현상 - 한국어(L1) 성인화자의 독일어(L2)와 영어(L2) 어휘학습을 중심으로", 독일언어문학, (61), pp.1~24 (2013), 한국독일언어문학회[DOI]
- AlShaikhi, A. Z, "The effects of semantic and thematic categorization of vocabulary on Arabic-speaking EFL learners", MD, pp.2011
- Anderson, J. R, "Acquisition of cognitive skill", Psychological Review, 89, pp.369~406 (1982)
- Baddeley, A, "Human memory" (1990), Lawrence Erlbaum
- Beaven, B, "Headstart" (1995), Oxford University Press
- Black, V, "Fast forward" (1986), Oxford University Press
- Crow, J. T, "A semantic field approach to passive vocabulary acquisition for reading comprehension", Tesol Quarterly, 19, pp.497~513 (1985)
- Ellis, R, "Second language acquisition and language pedagogy" (1991), Multilingual Matters
- Erten, I. H, "Effects on vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated sets", System, 36(3), pp.407~422 (2008)
- Finkbeiner, M, "Semantic category effects in second language word learning", Applied Psycholinguistics, 24(3), pp.369~383 (2003)[DOI]
- Hashemi, R. H, "An attribute-treatment interaction study : Lexical-set versus semantically-unrelated vocabulary instruction", Regional Language Centre Journal, 36(3), pp.341~361 (2005)
- Higa, M, "Interference effects of intralist word relationships in verbal learning", Journal of Verbal Learning and Verbal Behavior, 2, pp.170~175 (1963)
- Khayef, E, "The effect of thematic versus semantic clustering of English vocabulary", Journal of Basic and Applied Scientific Research, 2(5), pp.5007~5016 (2012)
- Maigushica, R, U, "Semantic fields : Towards a methodology for teaching vocabulary in the second language classroom", The Canadian Modern Language Review, 4(2), pp.283~294 (1984)
- Marzano, R, "Dimensions of thinking : A framework for curriculum and instruction" (1988), Natl Education Assn
- McGeoch, A, "Meaningful relation and retroactive inhibition", American Journal of Psychology, 43, pp.579~588 (1931)
- Nation, I. S. P, "Learning vocabulary in lexical sets: Dangers and guidelines", TESOL Journal, 9, pp.6~10 (2000)
- Papathanasiou, E, "An investigation of two ways of presenting vocabulary", ELT Journal, 63(4), pp.313~322 (2009)
- Richards, J. C, "Interchange 1" (1990), Cambridge University Press
- Soars, L, "Headway" (1993), Oxford University Press
- Stahl, S. A, "Teaching meaning vocabulary : Productive approaches for poor readers", Reading and Writing Quarterly : Overcoming Learning Difficulties, 8(2), pp.223~241 (1992)
- Swan, M, "The new Cambridge English course" (1990), Cambridge University Press
- Tinkham, T, "The effect of semantic clustering on the learning of second language vocabulary", System, 21(3), pp.371~380 (1993)
- Tinkham, T, "The effects of semantic and thematic clustering on the learning of second language vocabulary", Second Language Research, 13(2), pp.138~163 (1997)
- Waring, R, "The negative effects of learning words in semantic sets: A replication", System, 25, pp.261~274 (1997)
- Wilkins, D, "Linguistics in language teaching" (1972), Edward Arnold