A Study of Form-focused Instruction on L2 Academic Vocabulary Learning

• 발행기관: 한국영어교과교육학회
• 저자명: Dongho Kang
• 간행물 정보: 『영어교과교육』23권 4호, 25~47쪽, 전체 23쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.11.30

국문 초록

While the literature extensively discusses the benefits of form-focused instruction for grammatical aspects, limited research has explored its impact on L2 academic vocabulary acquisition. This study investigates the effects of two types of focus-on-form within the framework of the task-induced involvement hypothesis (fill-in-the-blanks with L1 and L2 glosses) and two types of focus-on-forms (non-contrastive and contrastive) on academic vocabulary learning. In the focus-on-form tasks, participants were asked to read a passage and fill in eleven gaps using either L1 or L2 glosses from provided word lists. The non-contrastive focus-on-forms group involved recognizing the meaning of target words and completing a sentence activity using L2 glosses, while the contrastive focus-on-forms group involved translating sentences from L2 to L1 and vice versa. The results show that the contrastive focus-on-forms group achieved the highest learning gains, followed by the non-contrastive focus-on-forms group and the focus-on-form group with L1 glosses. In terms of proficiency levels, low-level students benefited more from focus-on-form tasks, particularly when using L1 glosses. Conversely, intermediate and high-level students gain more from focus-on-forms tasks. The study discusses the theoretical and pedagogical implications of these findings.

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. METHOD

IV. RESULTS

V. CONCLUSION AND IMPLICATIONS

REFERENCES

키워드

형태초점교수법 과업유도참여 (비)대조 형태초점 모국어 주석 학문적 어휘 form-focused instruction task-induced involvement (non)-contrastive form-focused L1 glosses academic vocabulary