L2 초기학습자의 어휘력에 영향을 주는 요인들에 관한 구조적 연구
A study on the structural relationship of factors determining L2 receptive vocabulary learning of Korean 3rd graders
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초록
본 논문의 목적은 L2 수동적 어휘력에 잠재적으로 영향을 미치는 요인들을 규명하고 그 요인들과 L2 수동적 어휘력과의 구조적 관계를 연구하는 것이다. 본 연구에 113명의 3학년 초등학생들을 대상으로 L2 어휘습득 전략에 관한 설문조사와 어휘력을 측정하였다. 어휘력 측정은 Woodcock-Johnson III Diagnostic Reading Battery (Woodcock, Mather, & Schrank, 2004)와 7차 교육과정에 기초한 영어교과서를 참고하여 동의어, 반의어, 유의어로 구성하였다. 실험결과 L2 어휘력 습득에 관한 6가지 요인들이 밝혀졌다: 기억 및 인지 전략, 의미발견 전략, 영어 학습태도 및 의지, 부모관심, 모국어 능력, 사교육. 또한 6개의 변수들은 상호적으로 밀접한 상관관계가 있었다. 더욱이 모국어 능력은 L2 어휘력을 가장 잘 예측할 수 있는 변인이었다. 마지막으로 구조방정식 모형에서 모국어 능력은 L2 어휘력에 가장 많은 직접적인 영향을 주는 내생 잠재 변수로 조사되었고사교육의 경험은 모국어를 매개로 하여 L2 어휘력에 유의미한 효과를 미치는 외생 잠재변수로 밝혀졌다. 이러한 결과들을 종합해보면 모국어 능력이 L2 언어능력에 중요한 역할을 할 수 있다고 주장하는 상호의존가설(Cummins, 2000)에 부합되며 L2 어휘학습에 있어서 모국어의 중요성을 간과해서는 안될 것이다.
Abstract
The purpose of this study was to examine the variables which could potentially contribute to L2 receptive vocabulary learning. Also, the study sought to explore the structural relationship of those factors in L2 receptive vocabulary. Total of 113 third-graders were invited and assessed in a questionnaire survey on L2 vocabulary learning strategies. In addition, the participants took a receptive English vocabulary achievement test. The vocabulary test was composed of synonyms, antonyms, and analogies adapted from Woodcock-Johnson Ⅲ Diagnostic Reading Battery (Woodcock, Mather, & Schrank, 2004) and elementary English textbook based on the 7th education curriculum. The results indicated that six factors of L2 vocabulary acquisition were found: memory and cognitive strategy, English learning attitude and willingness, parents’ interest on their children’s English learning, first language (L1) proficiency, extracurricular activities, and discovery strategy. Second, all of the six factors were positively correlated with one another. Third, L1 proficiency was a strong predicator of L2 vocabulary ability. In addition, based on the structural equation modeling (SEM), L1 proficiency showed significant effect on L2 vocabulary ability. Moreover, extracurricular activities had an indirect impact on L2 vocabulary ability as a L1 proficiency variable. These findings suggest that L1 proficiency plays a critical role in promoting L2 vocabulary proficiency. Furthermore, the results provided support for the developmental interdependence hypothesis (Cummins, 2000). Pedagogical implications were discussed further.
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