어휘의 노출 빈도와 과제의 관여도가 학습자의 영어 어휘 습득에 미치는 영향
The effects of word-exposure frequency and task-induced involvement in English vocabulary acquisition
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This study examines the effects of word-exposure frequency and task-induced involvement in vocabulary acquisition. Ninety-five middle school students completed one of three different reading tasks that varied in the amount of learner involvement with two levels of exposure frequency: (1) reading with comprehension questions, (2) reading and doing fill-in-the-blank problems, and (3) reading and unscrambling words to write sentences. The target words occurred by either once or three times in the reading text. Passive and active vocabulary knowledge of the target words was assessed immediately after treatment and one week later. The results lent only partial support to the amount of task-induced involvement. In this experiment, the sentence-writing group and the fill-in-the-blank group significantly outperformed the reading comprehension group regarding immediate and long-term retention. However, there was no significant difference between the fill-in-the-blank group and the sentence-writing group. Moreover, the mean scores for the fill-in-the-blank group were higher than the scores obtained by the sentence-writing group. Repetitive word exposure yielded significant results only for the fill-in-the-blank group on the immediate posttest. These findings suggest the number of words retrievals required is as important a feature of a given vocabulary task as task-induced involvement is. This result is discussed in terms of existing research and theory on incidental vocabulary acquisition.
Abstract
This study examines the effects of word-exposure frequency and task-induced involvement in vocabulary acquisition. Ninety-five middle school students completed one of three different reading tasks that varied in the amount of learner involvement with two levels of exposure frequency: (1) reading with comprehension questions, (2) reading and doing fill-in-the-blank problems, and (3) reading and unscrambling words to write sentences. The target words occurred by either once or three times in the reading text. Passive and active vocabulary knowledge of the target words was assessed immediately after treatment and one week later. The results lent only partial support to the amount of task-induced involvement. In this experiment, the sentence-writing group and the fill-in-the-blank group significantly outperformed the reading comprehension group regarding immediate and long-term retention. However, there was no significant difference between the fill-in-the-blank group and the sentence-writing group. Moreover, the mean scores for the fill-in-the-blank group were higher than the scores obtained by the sentence-writing group. Repetitive word exposure yielded significant results only for the fill-in-the-blank group on the immediate posttest. These findings suggest the number of words retrievals required is as important a feature of a given vocabulary task as task-induced involvement is. This result is discussed in terms of existing research and theory on incidental vocabulary acquisition.
참고문헌 (29)
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