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초록· 키워드
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The varying effectiveness of vocabulary learning tasks may be accounted for in terms of the involvement load hypothesis contending that learners acquire new words more effectively by tasks with high involvement load (Hulstijn & Laufer, 2001). This study is an attempt to verify the hypothesis originally claimed under ESL contexts onto the Korean EFL setting. Ninety-seven Korean EFL university students participated in this research having been placed into three proficiency levels on the basis of their TOEIC scores. They were assigned to one of the three learning tasks with varying levels of involvement load; reading, gap-fill, or a writing task, the involvement index being 1, 2, and 3 respectively. Upon completion of a task, students were required to take an immediate post-test to measure their initial learning of 10 target words. Four weeks later, they were again asked to take a delayed post-test to measure their retention of those words. Research results in general supported the hypothesis indicating that the writing group outperformed the gap-fill group that in turn outperformed the reading group. Involvement load created significant differences for initial learning of new words, but not for the retention of those words. Proficiency level was also a significant determinant of the efficacy of vocabulary learning tasks across the initial learning and long-term retention of vocabulary, yet the mean score was marginal. Implications based on the research findings are discussed.
목차
Ⅰ. Introduction
Ⅱ. Background
Ⅲ. Method
Ⅳ. Results
Ⅴ. Discussion and Implication
Ⅵ. Conclusion
References
Author’s Biodata
참고문헌 (31)
참고문헌 신청
1. [단행본] - Anderson,J.R. / 1999 / Cognitive psychology and its implications / Worth Publishers
2. [학술지(정기간행물)] - Baddeley,A.D. / 1978 / The trouble with levels: A reexamination of Craik and Lockhart’s framework for memory research / Psychological Review 85 : 139 ~ 152
3. [단행본] - Baddeley,A.D. / 1997 / Human memory: Theory and practice / Psychology Press
4. [학술지(정기간행물)] - Cho, K.-S. / 1994 / Acquisition of vocabulary from the Sweet Valley Kids Series: Adult ESL acquisition / Journal of Reading 37 : 662 ~ 667
5. [학술지(정기간행물)] - Craik, F. / 1972 / Levels of processing: A framework for memory research / Journal of Verbal Learning and Verbal Behavior 11 (6) : 671 ~ 684
2. [학술지(정기간행물)] - Baddeley,A.D. / 1978 / The trouble with levels: A reexamination of Craik and Lockhart’s framework for memory research / Psychological Review 85 : 139 ~ 152
3. [단행본] - Baddeley,A.D. / 1997 / Human memory: Theory and practice / Psychology Press
4. [학술지(정기간행물)] - Cho, K.-S. / 1994 / Acquisition of vocabulary from the Sweet Valley Kids Series: Adult ESL acquisition / Journal of Reading 37 : 662 ~ 667
5. [학술지(정기간행물)] - Craik, F. / 1972 / Levels of processing: A framework for memory research / Journal of Verbal Learning and Verbal Behavior 11 (6) : 671 ~ 684
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