코퍼스를 활용한 영어 어휘 학습의 효과 연구
A study on the effect of corpus-based vocabulary learning
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초록
The purpose of this study is to investigate the effect of corpus-based approaches to vocabulary learning in high school. The study conducted a four-week long experiment where an experimental group was taught by corpus-based vocabulary learning techniques and a control group was taught by definition-based vocabulary learning techniques. After the experiment, the participants took vocabulary knowledge tests, which intended to measure the following two aspects: 1) knowledge of meaning and use of vocabulary, and 2) receptive and productive knowledge of vocabulary. As a result, the corpus-based vocabulary learning group showed better performance in the aspect of vocabulary use than the definition-based vocabulary learning. group. On the other hand, there was no significant difference between the two groups in the acquisition of word meaning. Also, the study found that corpus-based vocabulary learning had greater effects on the acquisition of both receptive and productive knowledge of vocabulary than definition-based vocabulary learning. Especially, the effects were found to be much more greater on productive knowledge of vocabulary than on receptive vocabulary knowledge. Implications for teaching are also discussed.
Abstract
The purpose of this study is to investigate the effect of corpus-based approaches to vocabulary learning in high school. The study conducted a four-week long experiment where an experimental group was taught by corpus-based vocabulary learning techniques and a control group was taught by definition-based vocabulary learning techniques. After the experiment, the participants took vocabulary knowledge tests, which intended to measure the following two aspects: 1) knowledge of meaning and use of vocabulary, and 2) receptive and productive knowledge of vocabulary. As a result, the corpus-based vocabulary learning group showed better performance in the aspect of vocabulary use than the definition-based vocabulary learning. group. On the other hand, there was no significant difference between the two groups in the acquisition of word meaning. Also, the study found that corpus-based vocabulary learning had greater effects on the acquisition of both receptive and productive knowledge of vocabulary than definition-based vocabulary learning. Especially, the effects were found to be much more greater on productive knowledge of vocabulary than on receptive vocabulary knowledge. Implications for teaching are also discussed.
참고문헌 (16)
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