Using Word Association Tests to Explore Korean EFL Learners’ Mental Lexicons
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참고문헌
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초록
Recent teaching methodology has become more interested in the role of vocabulary in the L2 language classroom. The effects of this interest have helped to influence both the importance that second language teachers place on vocabulary acquisition as well as the way vocabulary is presented in lessons and course books. For these reasons many current researchers and teachers have suggested that a more in-depth understanding of L2 learner’s lexical associations could possibly provide a better base for both L2 vocabulary presentation, as well as for L2 learner acquisition. The present essay explores the relationships between two levels of EFL Korean learners’ learned words, lexical associations, and vocabulary development through the use of a word-association test. After drawing comparisons between the two levels, as well as previous word-association tests conducted in both Korea and Japan this essay concludes by stating the following: 1) Word association tests can provide information about how learners make mental associations between words in their L2 mental lexicon. 2) phonological links, paradigmatic, syntagmatic, and syllabic associations are not determined by learner levels.
Abstract
Recent teaching methodology has become more interested in the role of vocabulary in the L2 language classroom. The effects of this interest have helped to influence both the importance that second language teachers place on vocabulary acquisition as well as the way vocabulary is presented in lessons and course books. For these reasons many current researchers and teachers have suggested that a more in-depth understanding of L2 learner’s lexical associations could possibly provide a better base for both L2 vocabulary presentation, as well as for L2 learner acquisition. The present essay explores the relationships between two levels of EFL Korean learners’ learned words, lexical associations, and vocabulary development through the use of a word-association test. After drawing comparisons between the two levels, as well as previous word-association tests conducted in both Korea and Japan this essay concludes by stating the following: 1) Word association tests can provide information about how learners make mental associations between words in their L2 mental lexicon. 2) phonological links, paradigmatic, syntagmatic, and syllabic associations are not determined by learner levels.
참고문헌 (29)
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