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독서량에 따른 영어 어휘의 우연적 학습량 분석

Exploring the Relationship between the Amount of Reading and Incidental Vocabulary Learning

고광윤
한국영어학학회 (The English Linguistics Society Of Korea)|2016.08|영어학연구 (English Language and Linguistics)|제22권 제2호|pp. 19-41|DOI 10.17960/ell.2016.22.2.002

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참고문헌

키워드

corpusextensive readingword listreading for pleasureincidental vocabulary learningchapter book
주제분류영어와문학

초록

With the importance of vocabulary knowledge in language development more fully appreciated, a great deal of studies have been done on incidental vocabulary learning through (extensive) reading. Yet, few studies have attempted to analyze how the size of incidentally learnable vocabulary changes as the amount of reading increases, a question which, if answered properly, can greatly help language learners and their teachers to stay motivated in the long process of learning a foreign language by letting them know how much vocabulary learning they can expect as they keep on reading. The main goal of this study is to explain the relationship between the amount of reading and the resulting incidental vocabulary learning. To attain this goal, a corpus of English chapter books was built using the texts of three best-selling chapter book series (Junie B. Jones, A to Z Mysteries, and Magic Tree House). By analyzing this corpus, the following three research questions have been explored: (a) how many words are repeated enough in each book to meet the condition for incidental vocabulary learning, and how the number changes as the amount of reading increases, (b) how much reading is required to acquire knowledge of at least 98% of the running words in each series (often assumed to be needed for adequate comprehension), and (c) how much vocabulary in a major word list such as NGSL and NAWL can be incidentally learned through reading each chapter book series.

Abstract

With the importance of vocabulary knowledge in language development more fully appreciated, a great deal of studies have been done on incidental vocabulary learning through (extensive) reading. Yet, few studies have attempted to analyze how the size of incidentally learnable vocabulary changes as the amount of reading increases, a question which, if answered properly, can greatly help language learners and their teachers to stay motivated in the long process of learning a foreign language by letting them know how much vocabulary learning they can expect as they keep on reading. The main goal of this study is to explain the relationship between the amount of reading and the resulting incidental vocabulary learning. To attain this goal, a corpus of English chapter books was built using the texts of three best-selling chapter book series (Junie B. Jones, A to Z Mysteries, and Magic Tree House). By analyzing this corpus, the following three research questions have been explored: (a) how many words are repeated enough in each book to meet the condition for incidental vocabulary learning, and how the number changes as the amount of reading increases, (b) how much reading is required to acquire knowledge of at least 98% of the running words in each series (often assumed to be needed for adequate comprehension), and (c) how much vocabulary in a major word list such as NGSL and NAWL can be incidentally learned through reading each chapter book series.

참고문헌 (67)

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