ESL학습자의 어휘학습전략이어휘 및 독해능력에 끼치는 영향
The Effects of ESL Learners’ Vocabulary Learning Strategieson Their Reading Comprehension
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The purpose of this study was to investigate what kinds of vocabulary learning strategies ESL learners used, what strategies they preferred, and whether their vocabulary proficiency affected their reading comprehension ability. In order to accomplish the purpose, 43 ESL adult learners in a language institute in the US participated in this study. Data sources consisted of pre- and post-test of students’ proficiency of vocabulary and reading comprehension, and a questionnaire about their vocabulary learning strategies when reading English texts. The results of this study indicated that advanced-level learners used more meaningful strategies such as using the given context and vocabulary in reality. Also the findings showed that beginning level learners took passive attitudes toward acquiring vocabulary even in the classroom only by depending on class lessons and simply memorizing vocabulary. Futhermore, the advanced- level learners who used the given context and vocabulary received better score in reading comprehension tests than the learners who preferred memorizing vocabulary.
Abstract
The purpose of this study was to investigate what kinds of vocabulary learning strategies ESL learners used, what strategies they preferred, and whether their vocabulary proficiency affected their reading comprehension ability. In order to accomplish the purpose, 43 ESL adult learners in a language institute in the US participated in this study. Data sources consisted of pre- and post-test of students’ proficiency of vocabulary and reading comprehension, and a questionnaire about their vocabulary learning strategies when reading English texts. The results of this study indicated that advanced-level learners used more meaningful strategies such as using the given context and vocabulary in reality. Also the findings showed that beginning level learners took passive attitudes toward acquiring vocabulary even in the classroom only by depending on class lessons and simply memorizing vocabulary. Futhermore, the advanced- level learners who used the given context and vocabulary received better score in reading comprehension tests than the learners who preferred memorizing vocabulary.
참고문헌 (17)
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