한국 대학생의 영어연어능력이 영어말하기 유창성에 미치는 효과
The Effects of Korean College Students’ English Collocation Ability on their English Speaking Proficiency
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The current study aims to examine the effects of Korean college students’ English collocation ability on their English speaking proficiency after having explicit learning of prefabricated chunks which contribute to fluent communication. 50 participants took a collocation test and a modified TOEIC sample test. The result showed that their English proficiency was not correlated with their collocation ability. Even high level students had difficulty in using collocation expressions. 34 participants performed all the 1 minute speech recording activities after having an English conversation class for eight weeks. The correlation analysis revealed that the more fluent in English speaking, the better they used English collocations but the corelation between collocation ability and speaking proficiency of the participants was not so high. Their errors in using collocations shed light on their interlanguage stage. It was suggested that EFL learners need many chances to speak English and experience more explicit collocation learning activities along with self-correction and teacher feedback.
Abstract
The current study aims to examine the effects of Korean college students’ English collocation ability on their English speaking proficiency after having explicit learning of prefabricated chunks which contribute to fluent communication. 50 participants took a collocation test and a modified TOEIC sample test. The result showed that their English proficiency was not correlated with their collocation ability. Even high level students had difficulty in using collocation expressions. 34 participants performed all the 1 minute speech recording activities after having an English conversation class for eight weeks. The correlation analysis revealed that the more fluent in English speaking, the better they used English collocations but the corelation between collocation ability and speaking proficiency of the participants was not so high. Their errors in using collocations shed light on their interlanguage stage. It was suggested that EFL learners need many chances to speak English and experience more explicit collocation learning activities along with self-correction and teacher feedback.
참고문헌 (31)
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