이미지와 문맥을 활용한 영어 어휘 학습의 효과
Effects of using images and context in English vocabulary learning
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This study examined the effects of using images and context on learning English vocabulary by Korean learners. Eighty-nine high school students with different proficiency levels of English participated in the study by being divided into two groups: One group received vocabulary instruction by using both images and context while the other learned by using context only. They were then given tests to measure both short- and long-term gains in vocabulary knowledge. Questionnaires were administered to the participants in order to measure changes in learners’ affective factors including interest, motivation and self-confidence in vocabulary learning. The results revealed that both groups showed a significant within-group effect in that there were significant gains from the pre- to both posttests. Specifically, a positive influence of either images plus context or context-only was shown when learning vocabulary. The results also revealed that a larger gain was observed with productive knowledge than receptive knowledge, and also with low level learners. Lastly, the results of the questionnaire showed that the two groups’ interest, motivation, and self-confidence increased by learning vocabulary through images and context. In particular, the group who learned by images and context showed higher gains in affective domains. This study concludes with some suggestions regarding vocabulary learning for English as a foreign language classrooms.
Abstract
This study examined the effects of using images and context on learning English vocabulary by Korean learners. Eighty-nine high school students with different proficiency levels of English participated in the study by being divided into two groups: One group received vocabulary instruction by using both images and context while the other learned by using context only. They were then given tests to measure both short- and long-term gains in vocabulary knowledge. Questionnaires were administered to the participants in order to measure changes in learners’ affective factors including interest, motivation and self-confidence in vocabulary learning. The results revealed that both groups showed a significant within-group effect in that there were significant gains from the pre- to both posttests. Specifically, a positive influence of either images plus context or context-only was shown when learning vocabulary. The results also revealed that a larger gain was observed with productive knowledge than receptive knowledge, and also with low level learners. Lastly, the results of the questionnaire showed that the two groups’ interest, motivation, and self-confidence increased by learning vocabulary through images and context. In particular, the group who learned by images and context showed higher gains in affective domains. This study concludes with some suggestions regarding vocabulary learning for English as a foreign language classrooms.
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