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멀티미디어 어휘 주석과 학습자 인지 양식이 우연적 한국어 어휘 학습에 미치는 영향

The effect of multimedia vocabulary annotation and learner’s cognitive style on incidental vocabulary acquisition in Korean language.

백승주
한국멀티미디어언어교육학회 (Korea Association of Multimedia-Assisted Language Learning)|2011.12|멀티미디어 언어교육 (Multimedia-Assisted Language Learning)|제14권 제3호|pp. 265-289|DOI 10.15702/mall.2011.14.3.265

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키워드

cognitive styleincidental vocabulary learningmultimedia vocabulary annotation
주제분류영어와문학

초록

This study examines the differential effect of four types of annotation on Korean incidental vocabulary learning in a multimedia reading setting and the interaction between learner’s cognitive style and annotation type by adult intermediate Chinese learners of Korean as a second language(N=43). As for the type of annotation, four groups were formed: A text annotation group, a picture annotation group, a text-picture mixed annotation group and a control group. And as for learners’ cognitive style, it was divided into the visualizer and verbalizer. After dividing the entire into 4 groups, homogeneity pretest, reading comprehension test, unannounced immediate vocabulary posttest were conducted. The study found that the text-picture mixed group and the picture annotation group outperformed the text annotation group and the control group on the vocabulary test. However, there was no significant interaction between annotation type and cognitive style. The results showed that text-picture mixed annotation and picture annotation facilitate incidental vocabulary learning and that they can be used as an complementary method to incidental learning of enormous amounts of low frequency vocabulary which cannot be sufficiently covered in current KSL curriculum.

Abstract

This study examines the differential effect of four types of annotation on Korean incidental vocabulary learning in a multimedia reading setting and the interaction between learner’s cognitive style and annotation type by adult intermediate Chinese learners of Korean as a second language(N=43). As for the type of annotation, four groups were formed: A text annotation group, a picture annotation group, a text-picture mixed annotation group and a control group. And as for learners’ cognitive style, it was divided into the visualizer and verbalizer. After dividing the entire into 4 groups, homogeneity pretest, reading comprehension test, unannounced immediate vocabulary posttest were conducted. The study found that the text-picture mixed group and the picture annotation group outperformed the text annotation group and the control group on the vocabulary test. However, there was no significant interaction between annotation type and cognitive style. The results showed that text-picture mixed annotation and picture annotation facilitate incidental vocabulary learning and that they can be used as an complementary method to incidental learning of enormous amounts of low frequency vocabulary which cannot be sufficiently covered in current KSL curriculum.

참고문헌 (52)

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관련 논문AI추천

어휘 주석의 유형에 따른 초급 한국어 학습자의 우연적 어휘 학습서경숙, 서은숙인문사회 21 · 인문사회 212022 · 제13권 제6호Effects of Multimodal Input on Korean L2 Learners’ Vocabulary AcquisitionJason Bumyong Sung언어연구교육원 한국어학당 · 외국어로서의 한국어교육2013 · 제38권 시각적 입력 강화와 어휘 상세화가 우연적 어휘 학습에 미치는 영향이상기, 채미라대한영어영문학회 · 영어영문학연구2015 · 제57권 제1호반복 노출과 시각적 입력 강화가 어휘 습득에 미치는 영향김은희, 오준일팬코리아영어교육학회 · 영어교육연구2019 · 제31권 제1호L2 어휘 학습에 나타나는 시각적 입력강화의 효과에 관한 종단적 연구조미애한국언어과학회 · 언어과학2012 · 제19권 제4호어휘 주석의 제시 형태가 한국어 학습자의 읽기 이해 및 우연적 어휘학습에 미치는 영향유철우언어정보연구소 · 언어와 정보 사회2020 · 제40권

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