시각적 입력 강화와 어휘 상세화가 우연적 어휘 학습에 미치는 영향
Effects of Visual Input Enhancement and Lexical Elaboration on Incidental Vocabulary Learning
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초록
This quasi-experimental study examined the effects of two types of input modification, visual input enhancement (VIE) and lexical elaboration (LE), on 130 Korean high school students’ incidental vocabulary learning through reading. The participants of this study were assigned into three treatments (VIE, LE, VIE+LE) and a control and they experienced 20 target words across three reading passages. The extent of the student participants’ incidental vocabulary learning was measured via a form recognition test and a meaning recognition test. The results showed that VIE had a statistically significant positive effect on the students’ performance on the form recognition test. It was also found that the combination of VIE plus LE had a significant immediate effect on their performance on the meaning recognition test. Such an effect, however, was observed only among the upper-level students, and did not last over three days. Pedagogical implications as well as more detailed findings are presented.
Abstract
This quasi-experimental study examined the effects of two types of input modification, visual input enhancement (VIE) and lexical elaboration (LE), on 130 Korean high school students’ incidental vocabulary learning through reading. The participants of this study were assigned into three treatments (VIE, LE, VIE+LE) and a control and they experienced 20 target words across three reading passages. The extent of the student participants’ incidental vocabulary learning was measured via a form recognition test and a meaning recognition test. The results showed that VIE had a statistically significant positive effect on the students’ performance on the form recognition test. It was also found that the combination of VIE plus LE had a significant immediate effect on their performance on the meaning recognition test. Such an effect, however, was observed only among the upper-level students, and did not last over three days. Pedagogical implications as well as more detailed findings are presented.
참고문헌 (24)
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