어휘목록의 유형과 과제 유형이 대학생 영어 학습자의 어휘학습에 미치는 효과
The Effects of Different Types of Word Lists and Tasks on Korean College Students’ English Vocabulary Learning
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The purpose of this study is to examine the differences in effectiveness of different types of word lists in terms of word selection, example sentence, and task types in the retention of new words. Data were collected from 78 Korean university students. They were divided into three groups, and each group was given different types of word lists and tasks. After studying 98 words from the word lists distributed for 6 weeks, they were tested on the retention of the most difficult 16 words. This study found that 1) the amount of retention was related to vocabulary selection and task types; 2) subjects who were presented with words accompanied by example sentences failed to lead to better recall than those who were simply presented with words and definitions; 3) the learners got higher score in the definition recall test than in the sentence-cued recall test. The results underscore the importance of tasks in which learners are able to notice newly learnt vocabulary in a context. The addition of example sentences on the word lists is not necessarily the most effective means of promoting vocabulary learning as most learners pay little attention to it without separate attention-drawing activities. Teachers need to develop a variety of tasks that would increase learners’ interest and be suitable to each learner’s proficiency level.
Abstract
The purpose of this study is to examine the differences in effectiveness of different types of word lists in terms of word selection, example sentence, and task types in the retention of new words. Data were collected from 78 Korean university students. They were divided into three groups, and each group was given different types of word lists and tasks. After studying 98 words from the word lists distributed for 6 weeks, they were tested on the retention of the most difficult 16 words. This study found that 1) the amount of retention was related to vocabulary selection and task types; 2) subjects who were presented with words accompanied by example sentences failed to lead to better recall than those who were simply presented with words and definitions; 3) the learners got higher score in the definition recall test than in the sentence-cued recall test. The results underscore the importance of tasks in which learners are able to notice newly learnt vocabulary in a context. The addition of example sentences on the word lists is not necessarily the most effective means of promoting vocabulary learning as most learners pay little attention to it without separate attention-drawing activities. Teachers need to develop a variety of tasks that would increase learners’ interest and be suitable to each learner’s proficiency level.
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