어휘 교수법이 아랍어 어휘의 기억과 어휘 활용 능력에 미치는 영향
The Effects of Vocabulary Teaching Methods on Memory and Processing Competence of Arabic Vocabulary
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study acknowledges the importance of vocabulary as the basic unit of meaning for Arabic communication and aims to suggest an effective vocabulary teaching method for Arabic language classes in Korea. Based on previous studies on foreign language vocabulary teaching and learning,research on the effectiveness of three vocabulary teaching methods -definitional approach, visual-aided method, contextual approach - has been carried out in Hankuk University of Foreign Studies. The effectiveness of Arabic vocabulary teaching has been measured in the following dimensions:how it affects short-term memory and long-term memory and how it affects application of memorized vocabulary in various contexts. The tests of short-term memory focused on the comprehension of Arabic vocabulary meaning while those of long-term memory focused on the production of Arabic vocabulary with Korean definition given. The results of both short-term and long-term memory tests show that visual aids are the most effective in enhancing Arabic vocabulary memorization while vocabulary learning through contexts is the least effective. The final test had various question types; selecting proper vocabulary based on the provided English or Korean meaning, selecting related vocabulary in its meaning, selecting phrases that can go best with the vocabulary, inferring proper Arabic vocabulary in contexts and writing a sentence using vocabulary. The result of the final test shows no difference in averages while the constitution ratio of each question type is not the same per teaching method.
Abstract
This study acknowledges the importance of vocabulary as the basic unit of meaning for Arabic communication and aims to suggest an effective vocabulary teaching method for Arabic language classes in Korea. Based on previous studies on foreign language vocabulary teaching and learning,research on the effectiveness of three vocabulary teaching methods -definitional approach, visual-aided method, contextual approach - has been carried out in Hankuk University of Foreign Studies. The effectiveness of Arabic vocabulary teaching has been measured in the following dimensions:how it affects short-term memory and long-term memory and how it affects application of memorized vocabulary in various contexts. The tests of short-term memory focused on the comprehension of Arabic vocabulary meaning while those of long-term memory focused on the production of Arabic vocabulary with Korean definition given. The results of both short-term and long-term memory tests show that visual aids are the most effective in enhancing Arabic vocabulary memorization while vocabulary learning through contexts is the least effective. The final test had various question types; selecting proper vocabulary based on the provided English or Korean meaning, selecting related vocabulary in its meaning, selecting phrases that can go best with the vocabulary, inferring proper Arabic vocabulary in contexts and writing a sentence using vocabulary. The result of the final test shows no difference in averages while the constitution ratio of each question type is not the same per teaching method.
참고문헌 (19)
- 송해성, "중학생의 의사소통 능력 신장을 위한 멀티미디어 코스웨어 개발", 영어어문교육, 8(1), pp.199~221 (2002), 한국영어어문교육학회
- 이성진, "교육심리학서설" (2005), 교육과학사
- 이화자, "중고등학습자의 영어 어휘력 신장을 위한 효과적인 교수방법", 영어교육, 51(2), pp.77~105 (1996)
- Ellis, N. C., "Vocabulary acquisition: Word structure, collocation, word-class and meaning, In Vocabulary: Description, Acquisition and Pedagogy", pp.122~139 (1997), Cambridge University Press
- Hatch, E., "Vocabulary, Semantics and Language Education" (1995), Cambridge University Press
- Jenkins, J. R., "Two approaches to vocabulary instruction : The teaching of individual word meanings and practice in deriving word meaning from context", Reading Research Quarterly, 24(2), pp.215~235 (1989)
- Jenkins, J. R., "Vocabulary Learning", Contemporary Educational Psychology, 8, pp.237~260 (1983)
- Laufer, B., "The lexical plight in second language reading: Words you don't know, words you think you know, and words you can't guess, In Second Language Vocabulary Acquisition", pp.20~34 (1997), Cambridge University Press
- Laufer, B., "What's in a word that makes it hard or easy: Some intralexical factors that affect the learning of words, In Vocabulary: Description, Acquisition and Pedagogy", pp.140~155 (1997), Cambridge University Press
- Liu, Jun, "Effects of Comic Strips on L2 Learners' Reading Comprehension", TESOL Quarterly, 38(2), pp.225~243 (2004)
- Melka, F., "Receptive vs. productive aspects of vocabulary, In Vocabulary: Description, Acquisition and Pedagogy", pp.84~102 (1997), Cambridge University Press
- Miller, G. A., "The magical number seven plus or minus two : Some limits on our capacity for processing information", Psychological Review, 63, pp.81~97 (1956)
- Nagy, W. E., "Teaching vocabulary to improve reading comprehension" (1988), National Council of Teachers of English
- Nassaji, H., "L2 Vocabulary Learning from Context : Strategies, Knolwedge Sources and Their Relationship with Success in L2 Lexical Inferencing", TESOL Quarterly, 37(4), pp.645~670 (2003)
- Nation, P., "Strategies for receptive vocabulary learning. Guidelines for vocabulary teaching", RELC Journal Supplement, 3, pp.18~23 (1980)
- Nation, P., "Teaching and Learning Vocabulary" (1990), Newbury House
- Paivio, A., "Mental representations : A dual coding approach" (1986), Oxford University Press
- Pouwels, J. B., "The effectiveness of vocabulary visual aids for auditory and visual foreign language students", Foreign Language Annals, 25(5), pp.392~401 (1992)
- Wilkins, D. A., "Linguistics and language teachings" (1972), Edward Arnold