반복적 점화이론 기반의 단어결합체 활용 EFL 교수법
A Study on Developing an EFL Teaching Method Using Word Combinations Based on Repetition Priming
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참고문헌
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초록
The purpose of this paper is to present a method to effectively access combinations of words based on Hoey’s (2005) Lexical Priming (LP). Repetition priming, which is a subdivision of LP, is a tool that can be used in an EFL context. Five English major students of advanced or high intermediate proficiency participated in this case study. An American romantic movie, Crazy, Stupid, Love (Ficarra & Requa, 2011) was used, with four scenes of the movie selected for this study. Participants had to complete three stages. The first was a prime word confirmation stage in which all participants identified familiar words or expressions. The second was a context confirmation stage in which they confirmed how familiar expressions were used in context. The third was a recall stage in which the participants recalled familiar expressions. This stage was used to check participants’ access to combinations of words. Among the three stages, the context confirmation stage was found to be the key to encourage the participants to encounter new words or expressions. The results showed that these four participants were successful in using repetition priming even though their scores varied.
Abstract
The purpose of this paper is to present a method to effectively access combinations of words based on Hoey’s (2005) Lexical Priming (LP). Repetition priming, which is a subdivision of LP, is a tool that can be used in an EFL context. Five English major students of advanced or high intermediate proficiency participated in this case study. An American romantic movie, Crazy, Stupid, Love (Ficarra & Requa, 2011) was used, with four scenes of the movie selected for this study. Participants had to complete three stages. The first was a prime word confirmation stage in which all participants identified familiar words or expressions. The second was a context confirmation stage in which they confirmed how familiar expressions were used in context. The third was a recall stage in which the participants recalled familiar expressions. This stage was used to check participants’ access to combinations of words. Among the three stages, the context confirmation stage was found to be the key to encourage the participants to encounter new words or expressions. The results showed that these four participants were successful in using repetition priming even though their scores varied.
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