과업관여도 수준과 요약문 작성 활동이 고등학교 영어 학습자의 우연적 어휘학습에 미치는 영향
The Effects of Task-involvement Load and Summary Writing Activities on Korean High School Students’ Incidental Vocabulary Learning
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The study investigated the effects of task-involvement load and writing summary sentences on Korean EFL students’ incidental vocabulary learning. For this purpose, a total of 181 high school students participated in the study. The participants were divided into three groups--one control group and two experimental groups. The control group is a reading-task group and the experiment groups are a filling-in-the-gap group and a writing–summary-sentences group. The participants were also divided into high, mid, and low English proficiency levels. The results of the study indicated that the different involvement-load led to the differences in the degree of students’ vocabulary learning entirely in the receptive vocabulary learning and partially in the productive vocabulary learning. In terms of the receptive vocabulary learning by learners’ proficiency levels, only the low proficiency group showed the results supporting the involvement load hypothesis. Concerning the results for the productive vocabulary knowledge, the results of the high and mid proficiency groups supported the hypothesis.
Abstract
The study investigated the effects of task-involvement load and writing summary sentences on Korean EFL students’ incidental vocabulary learning. For this purpose, a total of 181 high school students participated in the study. The participants were divided into three groups--one control group and two experimental groups. The control group is a reading-task group and the experiment groups are a filling-in-the-gap group and a writing–summary-sentences group. The participants were also divided into high, mid, and low English proficiency levels. The results of the study indicated that the different involvement-load led to the differences in the degree of students’ vocabulary learning entirely in the receptive vocabulary learning and partially in the productive vocabulary learning. In terms of the receptive vocabulary learning by learners’ proficiency levels, only the low proficiency group showed the results supporting the involvement load hypothesis. Concerning the results for the productive vocabulary knowledge, the results of the high and mid proficiency groups supported the hypothesis.
참고문헌 (21)
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