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효율적인 어휘 교수・학습에 대한 접근 방법 및 실제

Approaches and Practices for Effective Vocabulary Teaching and Learning

장동식
21세기영어영문학회 (The 21st Century Association Of English Language And Literature)|2010.09|영어영문학21 (English21)|제23권 제3호|pp. 159-182|DOI 10.35771/engdoi.2010.23.3.008

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참고문헌

키워드

Vocabulary instructionVocabulary meaningIntentional learning/ Incidental learningContext availability theoryMnemonic techniques
주제분류영어와문학

초록

The purpose of this paper is to study theoretical approaches to vocabulary teaching and learning, and to suggest practical instructional methods to maximize EFL learners' vocabulary acquisition. For this purpose the paper firstly reviews the definition of knowing a word from the perspectives of spoken form, letter form, word meaning, grammatical function, and register. Two approaches to vocabulary teaching and learning, respectively, planned/unplanned teaching and intentional/ incidental learning, are investigated based on previous research findings. Factors to influence vocabulary acquisition are frequency, pronunciation, saliency, imageability, contextuality, vocabulary input processing, and vocabulary network. Word lists, mnemonic techniques, word cards, saliency, computer programs, dictionary are suggested to be made use of as practices to aid learners' vocabulary acquisition. The most noteworthy finding from the literature survey is that teaching vocabulary as lexical sets was ineffective since they interfere with lexical inference.

Abstract

The purpose of this paper is to study theoretical approaches to vocabulary teaching and learning, and to suggest practical instructional methods to maximize EFL learners' vocabulary acquisition. For this purpose the paper firstly reviews the definition of knowing a word from the perspectives of spoken form, letter form, word meaning, grammatical function, and register. Two approaches to vocabulary teaching and learning, respectively, planned/unplanned teaching and intentional/ incidental learning, are investigated based on previous research findings. Factors to influence vocabulary acquisition are frequency, pronunciation, saliency, imageability, contextuality, vocabulary input processing, and vocabulary network. Word lists, mnemonic techniques, word cards, saliency, computer programs, dictionary are suggested to be made use of as practices to aid learners' vocabulary acquisition. The most noteworthy finding from the literature survey is that teaching vocabulary as lexical sets was ineffective since they interfere with lexical inference.

참고문헌 (39)

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