How Derivational Prefix Instruction Impacts Incidental Vocabulary Acquisition and Reading Comprehension

• 영문명: How Derivational Prefix Instruction Impacts Incidental Vocabulary Acquisition and Reading Comprehension
• 발행기관: 한국영어어문교육학회
• 저자명: Sung-Mook Choi
• 간행물 정보: 『영어어문교육』영어어문교육 제13권 제3호, 1~22쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2007.09.30

영문 초록

  The study examined the effects of explicit derivational morphology instruction (henceforth DMI) on the incidental vocabulary acquisition and reading comprehension of 132 Korean 1st-year high school students who responded to a battery of tests (two vocabulary tests and a reading comprehension test). Multiple statistical tools were used to analyze the data: Analysis of Covariance (ANCOVA), Analysis of Variance (ANOVA), Simple Regression Analysis, Tests of Simple Main Effects, and effect size computation using Cohen’s d. The results indicated that (a) DMI enhanced students’ ability to infer word meanings in context, (b) DMI promoted high proficiency students’ reading comprehension, whereas it impeded intermediate proficiency students’ reading comprehension, (c) vocabulary knowledge has a strong positive predictive value for reading comprehension, and (d) the gaps of vocabulary knowledge across proficiency levels were still substantial, despite the observation that DMI promoted students’ vocabulary acquisition. These results have a bearing on English as Foreign Language (EFL) reading pedagogy.

목차

Ⅰ. INTRODUCTION
Ⅱ. RELEVANT LITERATURE
Ⅲ. METHODOLOGY
Ⅳ. RESULTS
Ⅴ. DISCUSSION
Ⅵ. CONCLUSION
REFERENCES
APPENDIX

키워드

derivational prefix vocabulary reading comprehension