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아랍어 어휘학습전략과 어휘능력과의 관계 연구 – 중급 아랍어 학습자를 중심으로 -

A Study on the Relationship between Arabic Vocabulary Learning Strategies and Vocabulary Proficiency – for the Learners at the Middle Level -

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중동문제연구소 (The Institute of Middle East)|2013.06|중동문제연구 (Journal of Middle Eastern Affairs)|제12권 제2호|pp. 131-177

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어휘학습전략아랍어 어휘학습어휘능력Arabic vocabulary learningVocabulary learning strategiesVocabulary proficiency
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초록

The purpose of this study is to investigate how to recognize Arabic vocabulary learning and the effective Arabic vocabulary learning strategies of the learners at the middle level. Thereby, this research also aims to determine which strategies are correlated with their proficiency of vocabulary learning. In order to achieve the goal of this study, survey questionnaires were collected from the 53 total Arabic learners at the middle level in the Hankuk University of Foreign Studies. The results of this study can be summarized as follows: First, the learners recognized that guessing vocabulary in context for vocabulary learning is a good way. It is important to use vocabulary and new vocabulary should be acquired through repetitive context and reading. Second, in their attempts to consolidate the retention of a newly acquired word, the learners favored the following learning strategies: thinking about the meaning of words in mind, looking up words in a bilingual dictionary to find their meaning, and saying a word repeatedly. On the other hand, the learners did not favor the following learning strategies: interacting with native-speakers, putting a name tag on a physical object to memorize words, studying words with a pictorial representation of its meaning. Among six categories from 40 vocabulary learning strategies, the vocabulary learning strategy used most frequently was determination strategy of discovery strategy, while social strategy of memory strategy was least frequently used. Third, there was a little difference between the high proficiency level group and the low proficiency level group. One minor difference that emerged between the two groups is that the high proficiency level group used a wider range of vocabulary learning strategies than low proficiency level group. On the other hand, low proficiency level students considered social strategies of discovery strategy, memory strategy as a more important means of discovering word meaning than the high proficiency students. The present study shows most students were more aware of vocabulary learning, but the vocabulary learning strategies used are very limited and students thus don't use various strategies. Moreover, in AFL circumstances in which vocabulary learning is completely up to the learners, the study of vocabulary learning strategies is a very important factor when the students are learning about Arabic vocabularies. Thus both students and teachers should be aware of the importance of vocabulary learning. Teachers should teach the student effective vocabulary learning strategies based on careful consideration of the differences and characteristics of each students.

Abstract

The purpose of this study is to investigate how to recognize Arabic vocabulary learning and the effective Arabic vocabulary learning strategies of the learners at the middle level. Thereby, this research also aims to determine which strategies are correlated with their proficiency of vocabulary learning. In order to achieve the goal of this study, survey questionnaires were collected from the 53 total Arabic learners at the middle level in the Hankuk University of Foreign Studies. The results of this study can be summarized as follows: First, the learners recognized that guessing vocabulary in context for vocabulary learning is a good way. It is important to use vocabulary and new vocabulary should be acquired through repetitive context and reading. Second, in their attempts to consolidate the retention of a newly acquired word, the learners favored the following learning strategies: thinking about the meaning of words in mind, looking up words in a bilingual dictionary to find their meaning, and saying a word repeatedly. On the other hand, the learners did not favor the following learning strategies: interacting with native-speakers, putting a name tag on a physical object to memorize words, studying words with a pictorial representation of its meaning. Among six categories from 40 vocabulary learning strategies, the vocabulary learning strategy used most frequently was determination strategy of discovery strategy, while social strategy of memory strategy was least frequently used. Third, there was a little difference between the high proficiency level group and the low proficiency level group. One minor difference that emerged between the two groups is that the high proficiency level group used a wider range of vocabulary learning strategies than low proficiency level group. On the other hand, low proficiency level students considered social strategies of discovery strategy, memory strategy as a more important means of discovering word meaning than the high proficiency students. The present study shows most students were more aware of vocabulary learning, but the vocabulary learning strategies used are very limited and students thus don't use various strategies. Moreover, in AFL circumstances in which vocabulary learning is completely up to the learners, the study of vocabulary learning strategies is a very important factor when the students are learning about Arabic vocabularies. Thus both students and teachers should be aware of the importance of vocabulary learning. Teachers should teach the student effective vocabulary learning strategies based on careful consideration of the differences and characteristics of each students.

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