영화에서 어휘력 증강을 위한 어휘적 접근법에 관한 연구
A Study on the Lexical Approach for Promoting Vocabulary Power Through Movies. Studies in Foreign Language Education,
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이 논문은 중하위 권의 비 영어 전공 대학생들이 영어를 배우는데 정형화 언어가 과연 기본적인 요소가 되는지를 알아 보려고 한다. 이를 위하여 어휘 접근법과 Langacker의 의미가 언어의 중심이라는 개념을 활용하고 있다. 이 주장에서는 어휘가 으뜸이요, 문법은 그 다음이라고 말하고 있다. 5명의 피실험자들이 이 연구에 자원을 하였고 교재는 유튜브의 숏츠가 이용되었다. 10번의 세션을 마친 후 피험자들은 4가지 타입의 질문에 반응을 하였다. 첫째는 정형화 배열을 공부하는 것이 즐거운 일인가 둘째는 정형화 배열을 통해서 문화 학습이 가능한가 셋째는 역시 정형과 배열을 통해서 어휘의 학습이 가능한가 네 번째는 문법 학습도 가능한가이다. 마지막에는 피험자들과 인터뷰를 통해서 정형화 배열이 언어 학습의 출발점이 되어 어디까지 언어 재료들을 제공해 줄 수 있는지를 물었다. 결과에서는 모든 피험자들이 정형화 배열을 가지고 학습하는 것이 아주 재미가 있다는 것을 알게 되었고 문화학습이 관련된 정형화 배열을 암기하고 회상하는데 도움이 된다는 것도 알게 되었다. 반면에 어휘 학습은 문화 학습보다는 재미는 없지만 기존의 영어 학습과 비교하면 재미있는 편이라고 했고 문법 학습은 피험자들이 지식이 부족해서 얼마나 효과가 있을지 자신이 서지 않지만 지속해서 공부를 한다면 정형화 배열을 이용한 문법 학습에 기대를 걸고 싶다고 했다. 종합적으로 이 연구에서는 정형화 배열의 학습이 과거의 방법보다 훨씬 효과적일 것이라는 피험자들의 인식의 변화를 보여 주었다. 궁극적으로 피험자들은 앞으로 정형화 배열을 활용하여 지속적으로 학습하고 싶다는 소견을 밝히기도 하였다.
Abstract
This paper explores the potential of formulaic language as a foundational element in language learning for low-intermediate L2 learners, specifically non-English major college students. The study incorporates the concepts of the Lexical Approach and Langacker's centrality of meaning, which emphasize that lexis (vocabulary plus word combinations) is primary, and grammar is secondary. Five college-level, low-intermediate participants volunteered for this case study, engaging with diverse formulaic sequences presented in YouTube shorts over ten sessions. Following the sessions, participants responded to four types of questions: 1) the enjoyment of studying formulaic sequences, 2) the potential for cultural learning through formulaic sequences, 3) the effectiveness of vocabulary and word combination acquisition, and 4) the possibility of learning grammatical knowledge. Subsequently, an interview was conducted to gauge the extent to which participants considered formulaic sequences as language resources. Results indicated that all participants thoroughly enjoyed studying formulaic sequences. Cultural learning was identified as an additional benefit in the second test. Fun learning and cultural exposure helped the participants memorize and recall formulaic sequences. While vocabulary learning did not match the enjoyment of cultural learning, participants expressed a preference for learning vocabulary through formulaic sequences compared to traditional classroom methods. The third test demonstrated that despite a lack of grammatical knowledge, participants found grammar learning acceptable, though they were uncertain about achieving success in grammar learning with formulaic sequences. Notably, the study revealed a shift in participants' perceptions, with an increasing belief that formulaic sequences offered a more engaging and effective approach to language learning than conventional methods. Ultimately, all participants expressed a desire to continue studying formulaic sequences for their language learning endeavors. Further details are discussed later in this paper.
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