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The Effects of Retrieving Words in Decontextualized Vocabulary Instruction

허진희
현대영어교육학회 (The Modern English Education Society)|2009.12|현대영어교육 (Modern English Education)|제10권 제3호|pp. 17-41

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참고문헌

키워드

어휘 지도vocabulary instructionretrieving words어휘 회상

초록

Vocabulary learning is an integral area of language teaching and plays an incremental role in language learning. With the increasing awareness of the importance of vocabulary, the present study aimed to investigate the effects of retrieving words in decontextualized vocabulary instruction. For the purpose this study compared the results of three different vocabulary task groups focusing on repetition, retrieval and generation. Immediate and delayed posttests were administered just after performing the assigned vocabulary tasks. In the immediate posttest, there was no statistically significant difference among the three groups even though the retrieval group got the highest score, whereas in the delayed posttest, the retrieval group performed significantly better than any other group. It may be because retrieval strengthens the connection between the cue and the retrieved knowledge. As regards word recognition and production, retrieval was more effective for word production. It is suggested that in a time-limited learning condition, having opportunities to retrieve words many times is more effective than putting more mental efforts into vocabulary learning for middle school students.

Abstract

Vocabulary learning is an integral area of language teaching and plays an incremental role in language learning. With the increasing awareness of the importance of vocabulary, the present study aimed to investigate the effects of retrieving words in decontextualized vocabulary instruction. For the purpose this study compared the results of three different vocabulary task groups focusing on repetition, retrieval and generation. Immediate and delayed posttests were administered just after performing the assigned vocabulary tasks. In the immediate posttest, there was no statistically significant difference among the three groups even though the retrieval group got the highest score, whereas in the delayed posttest, the retrieval group performed significantly better than any other group. It may be because retrieval strengthens the connection between the cue and the retrieved knowledge. As regards word recognition and production, retrieval was more effective for word production. It is suggested that in a time-limited learning condition, having opportunities to retrieve words many times is more effective than putting more mental efforts into vocabulary learning for middle school students.

참고문헌 (47)

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