대학생의 어휘력과 어휘학습책략과의 관계
Relationships between university students’ vocabulary competences and their vocabulary learning strategies
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The purpose of the study is to investigate relationships between university students’ vocabulary competences and their vocabulary learning strategies. Participants consisted of one hundred thirty four students who took the practical English at a university located in Gyunggi province. Ninety vocabulary test questions, taken from the first version of the Schmitt’s (1997) vocabulary tests, were used to measure subjects’ vocabulary proficiency. Forty four questionnaire items were developed by modifying Schmitt’s (1997) and Gu and Johnson’s (1996) vocabulary learning strategy questionnaire. The analysis of the data was conducted by one-way ANOVA and Crosstabs. The results of the study were as follows: First, the level of student’s awareness of their English proficiency level was lower than the actual level of their vocabulary proficiency. Second, the higher the participants’ vocabulary proficiency level, the more frequently they used vocabulary strategies. Third, there showed a tendency that participants, regardless of their vocabulary proficiency levels, used dictionaries often to get the definition of unknown words, but they tended to be rather withdrawn to activate and internalize them. It was suggested that training programs for vocabulary strategy use need to be developed and applied. In particular, more use of vocabulary activation strategies needs to suggest.
Abstract
The purpose of the study is to investigate relationships between university students’ vocabulary competences and their vocabulary learning strategies. Participants consisted of one hundred thirty four students who took the practical English at a university located in Gyunggi province. Ninety vocabulary test questions, taken from the first version of the Schmitt’s (1997) vocabulary tests, were used to measure subjects’ vocabulary proficiency. Forty four questionnaire items were developed by modifying Schmitt’s (1997) and Gu and Johnson’s (1996) vocabulary learning strategy questionnaire. The analysis of the data was conducted by one-way ANOVA and Crosstabs. The results of the study were as follows: First, the level of student’s awareness of their English proficiency level was lower than the actual level of their vocabulary proficiency. Second, the higher the participants’ vocabulary proficiency level, the more frequently they used vocabulary strategies. Third, there showed a tendency that participants, regardless of their vocabulary proficiency levels, used dictionaries often to get the definition of unknown words, but they tended to be rather withdrawn to activate and internalize them. It was suggested that training programs for vocabulary strategy use need to be developed and applied. In particular, more use of vocabulary activation strategies needs to suggest.
참고문헌 (37)
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