어휘 군집 방법이 중학교 영어 학습자의 어휘 습득에 미치는영향
The effects of different word clustering on middle school English learners’ vocabulary acquisition
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본 연구의 목적은 다양한 어휘 군집 방법이 중학교 영어 학습자의 어휘학습에 미치는 영향과 학습자가 다양한 어휘 군집 방법의 효과에 대해가지는 기대 및 인식과 실제 효과와의 관계를 비교하고자 하는 데 있다. 이를 위해 32명의 학습자가 4가지 군집방법, 즉, 무작위군, 의미군, 두 가지의 주제군 군집방법에 참여하였다. 주제군은 학습자의 주제 친숙도에따라 주제군1과 주제군2로 나뉘어 진행되었다. 연구 결과, 즉각적인 학습효과와 장기적인 학습효과 모두에서 의미군을 제외하고 무작위군, 주제군1, 주제군2의 학습 효과가 비슷한 수준으로 나타났다. 하지만, 의미군에서는 통계적으로 유의미한 수준의 낮은 학습효과가 발견되었다. 또한, 학습자의 주제 친숙도는 학습효과에 별다른 영향을 미치지 않았으며, 학습자들이 다양한 어휘군집 방법의 학습효과에 대해 갖는 기대와 인식도 실제학습효과와는 무관한 것으로 나타났다. 이 결과를 바탕으로 어휘 교수에대한 제언이 제시된다.
Abstract
This study aimed to investigate the effects of different word clustering on middle school English learners’ vocabulary acquisition and the relationship between the learners’ perceptions on the effectiveness of different types of word clustering and actual test scores. A total of 32 students participated in vocabulary learning sessions with four different types of word clustering: unrelated, semantic, and two types of thematic clustering. The two thematic clusters were selected based on the degree of learners’ familiarity with topics. The results showed that the three types of clustering, which are unrelated and two types of thematic clustering, were equally effective, but semantic clustering was less effective than the other three types in both short-term and long-term vocabulary learning. Also, topic familiarity resulted in no significant difference in the effectiveness of vocabulary learning, and no meaningful relationship was found between the learners’ perception on the effectiveness of clustering types and the actual test scores. Implications for teaching vocabulary are discussed based on the results.
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