코퍼스를 기반으로 한 어휘 과제가 고등학생의 영어 어휘 학습과 태도에 미치는 영향

• 영문명: The effects of corpus-based vocabulary tasks on high school students' English vocabulary learning and attitude
• 발행기관: 한국영어어문교육학회
• 저자명: 이현진(Lee, Hyun Jin) 이은주(Lee, Eun-Joo)
• 간행물 정보: 『영어어문교육』영어어문교육 제16권 제4호, 239~265쪽, 전체 27쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2010.12.30

영문 초록

This study investigates the effects of corpus-based vocabulary tasks on the acquisition of English vocabulary in an attempt to explore the influence of corpus use on EFL pedagogy. For this to be realized, a total of 40 Korean high school students participated in the study over a 4-week period. An experimental group used a set of corpus-based tasks for vocabulary learning, whereas a control group carried out a traditional task (i.e., the L1-L2 translation) for vocabulary learning. To assess learning gains, the students were asked to complete the pre- and post-treatment tests measuring the word form, meaning, and use aspects of target lexical items. Results of the study indicate that in the experimental group the corpus-based vocabulary tasks were beneficial for the learning of word forms and use. In particular, corpus-based benefits were greatest in the low-proficiency EFL learners' collocational aspects of vocabulary use. On the other hand, in the control group, the traditional vocabulary tasks benefited the meaning aspects of target vocabulary items the most. In addition, survey results revealed that most students were positive about the corpus-based learning experience although some expressed reservations about the heavy cognitive load and the time-consuming nature of the analysis of corpus data primarily due to learners' lack of language proficiency.

목차

I. 서론

II. 선행 연구

III. 연구 방법

IV. 연구 결과 및 논의

V. 결론

키워드

코퍼스 기반 과제 코퍼스 자료를 활용한 학습 어휘 습득 corpus-based task data-driven learning lexical acquisition